Integrating indigenous knowledge in a life science class : affordances and hindrances to grade 11 learners' understanding of fermentation

Abstract

This study explored the affordances and hindrances of grade 11 Life Sciences learners‟ understanding of fermentation when learning through the integration of indigenous knowledge. Situated Learning theory (SLT) was used as a theoretical framework of the study. The study employed the qualitative case study design treating a single case, which was presented by 42 grade 11 Life Sciences learners in a secondary school in Dimamo Circuit, Limpopo Province. Data was gathered through observations, unstructured interviews and document analysis. Categorical aggregation was employed to analyse data. The findings of this study revealed that the integration of indigenous knowledge afforded learners‟ understanding of fermentation. This was evident when the use of traditional beer, mageu and bread making were involved in the study to learn the topic of fermentation. The other factor that displayed an affordance was the use of terms used at home regarding fermentation. Lastly, the influence of caregivers acted as an agent to bring about an affordance to the understanding of fermentation. The following were identified as factors that reflected the hindered version towards the understanding of fermentation. These include reactions such as withdrawal and passiveness of learners during activities; learners not relating to the indigenous knowledge that was intended to be integrated; and lastly, religious beliefs hindered learners‟ understanding. This implies that there are affordances as much as there are hindrances to grade 11 Life Sciences learners‟ understanding of fermentation when learning through the integration of indigenous knowledge. It is recommended for future research that more studies of this nature should be done so that learning should be effective.