Grade 7 Natural Science teachers’ views of Indigenous Knowledge and how their views influence their classroom pedagogy

Grade 7 Natural Science teachers’ views of Indigenous Knowledge and how their views influence their classroom pedagogy

Pholuso Japtha Malatji , Tinyiko Given Maluleke & Karabo Justice Chuene

Issue: Vol. 7 No.6 2026 Article 15 pp. 1633 – 1648
DOI: https://doi.org/10.38159/ehass.20267615 Published online 23rd July 2026

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ABSTRACT

This study explored natural science (NS) teachers’ views of the nature of indigenous knowledge (IK) for their classroom pedagogy. The research study used Shulman’s pedagogical content knowledge (PCK) as a framework, where both the qualitative research approach and a single-case study design were used. The study worked with 6 NS teachers who were invited to fill out the views of nature of IK questionnaire (VNOIK), where science classrooms were used to observe each teacher twice. The study found that most of the NS teachers reflected informed views on IK and that the teachers’ views on IK had no influence on their classroom pedagogy. The recommendations drawn from this study included the consideration of the use of learner-centred pedagogies as well as cultural relevance in teaching and curriculum policy alignment. This study contributes to scholarship on IK in science education by highlighting that, although most Natural Science teachers hold informed views of IK, critical gaps remain in their understanding of its experimental and creative dimensions, areas underexplored in South African contexts.

Keywords: Indigenous knowledge, Natural science teachers, Pedagogical content knowledge, Views

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ABOUT AUTHOR(S)

Mr. Pholuso Japhta Malatji holds a Master of Education in Science Education from the University of Limpopo, South Africa. He is currently a PhD candidate at the University of the Free State, South Africa, and a Grade 7 Natural Sciences teacher at a Quintile 2 public secondary school. His research interests include Indigenous Knowledge Systems and Pedagogical Content Knowledge.

Dr. Tinyiko Given Maluleke holds a PhD in Zoology from the University of Cape Town, South Africa. He is a Lecturer at the University of Limpopo, where he coordinates Assessment in Life Sciences, Classification and Regulatory System and Botany for Life Sciences Educators (These are 3^rd year B.Ed modules). His research focuses on Indigenous Knowledge Systems and contemporary approaches in Life Sciences. He has published five peer-reviewed publications, including a book chapter, and has successfully supervised two Master’s students to completion and over 15 Honours students. He is currently supervising 10 Master’s students and one PhD student.

Dr. Karabo Justice Chuene holds a PhD in Education with Natural Science Education from North-West University, South Africa. He is a Senior Lecturer at the University of Limpopo, where he coordinates Classroom Research in Life Sciences Education (a fourth-year module) and Philosophy and Nature of Science Education (an Honours module). His research focuses on Indigenous Knowledge Systems, Nature of Science, Contemporary approaches and Pedagogical Content Knowledge in Life Sciences, Natural Sciences, and Agricultural Sciences. He has published three peer-reviewed articles and has successfully supervised seven Master’s students to completion and over 20 Honours students. He is currently supervising 11 Master’s students and one PhD student.

TO CITE ARTICLE

Malatji, Pholuso Japhta, Tinyiko Given Maluleke, and Karabo Justice Chuene. “Grade 7 Natural Science teachers’ views of Indigenous Knowledge and how their views influence their classroom pedagogy,” E-Journal of Humanities, Arts and Social Sciences 7, no.6 (2026): 1633 – 1648. https://doi.org/10.38159/ehass.20267615