Abstract:
Constructivism and worldview theory were translated into the design of a series of
science lessons for Grade 7 learners. Indigenous knowledge about frogs, elicited
from the local community, was incorporated into the lessons together with frog
myths from other cultures, in order to introduce the curricular topics of
conservation and biodiversity. The lessons then focussed on pollution of our natural
environments and the loss of biodiversity as evidenced by declining frog
populations. The lessons were implemented by the researcher and the participants’
activities were assessed using rubrics. Participants’ attitudes towards frogs were
assessed using pre- and post-test questionnaires. Qualitative analysis of the data
revealed that experiences and learning had taken place amongst the participants,
and had resulted in a more positive attitude towards frogs. Participants had also
developed a better understanding and appreciation of biodiversity and the need for
its conservation. Lessons learnt from the research were that information on
indigenous knowledge about frogs was not available in the literature and that no
guidance was given to teachers regarding the incorporation of indigenous knowledge
into the South African Science curriculum, and that some aspects of the
assessment had been subjective and needed to be improved. Nevertheless, the
researcher has shown that by introducing indigenous knowledge in a series of
science lessons, using constructivist principles, and acknowledging the existence of
differing worldviews, it is possible to expose learners to positive and effective
learning experiences that foster the development of an appreciation of the
importance of conservation and the need to maintain biodiversity.
