Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Patrick Ojok

Department

Institute for Educational Development, East Africa

Abstract

Indigenous knowledge, developed over generations through direct interaction with the environment, offers unique perspectives on ecological systems, resource management, and sustainable practices. Integrating this rich knowledge into the science curriculum acknowledges traditional knowledge's cultural diversity and relevance, fostering a more comprehensive understanding of scientific phenomena, and encouraging collaboration between diverse knowledge systems. This study sought to explore incorporating traditional ecological knowledge (TEK) into the integrated science curriculum in junior secondary schools in Kenya, focusing on the Mbita sub-county, Homabay County. Utilizing a qualitative approach and a case study design, the study was conducted in five junior secondary schools. The findings revealed that while teachers demonstrated a general understanding of indigenous knowledge as information acquired from the environment and traditional practices, their comprehension of traditional ecological knowledge was limited. Some of the aspects of TEK that the study identified as incorporated into the science curriculum include the study of weather, traditional medicine, flora and fauna, and farming methods. The incorporation of TEK was found to facilitate sustainable practices, link the school to the community, offer practical solutions to real-life problems, and provide local teaching and learning resources. However, the study also identified challenges to the effective integration of TEK, such as the lack of documentation of knowledge, inadequate resources, insufficient teacher training, cultural diversity, and the pursuit of modernity. To address the disparity between TEK and modern scientific concepts, the study proposed strategies such as the documentation and storage of TEK, the inclusion of TEK in the curriculum, the utilization of resource persons, collaboration with the community, and the respectful acknowledgement of local culture. Furthermore, the study provides practical recommendations, including the implementation of comprehensive teacher training programs, the acknowledgement of traditional knowledge in the policies, the establishment of partnerships with indigenous communities, and the provision of resources for documenting TEK for future use.

First Page

1

Last Page

83

Download

Share

COinS