Exploring affordances and constraints of integrating indigenous knowledge in grade 7 energy and change using Frugal Science

Abstract

The focus of this study was to explore the affordances and constraints of integrating Indigenous Knowledge (IK) in grade 7 Energy and Change using frugal sciences. The study was guided by situated learning theory as a theoretical framework, whereby a qualitative single case study design was used. Fifteen grade 7 Natural Sciences learners from a school in Mamabolo circuit, Capricorn South District, Limpopo Province participated in the study. Document analysis, active participation and unstructured interviews were used to collect data. Additionally, data was analysed using categorical aggregation and thematic analysis. The findings of this study revealed that the integration of IK using frugal science afforded learners to learn from those with more IK knowledge, by improving their classroom participation and use their contextualised prior knowledge. Furthermore, the findings revealed that the integration of IK using frugal science was a constraint in that it was time consuming. The diverse names of the same indigenous teaching aid often confused the diverse learners in the classroom and the over-reliance of learners with less IK on those with more IK related to the topic of Energy and Change. Finally, the study recommended that there should be consideration for time management, diverse names of a cultural phenomenon to prevent confusion and guarding against learners who are over-reliant on those with more knowledge of IK.