Abstract:
Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the sociocultural
relevance of science education for enhanced learners’ performance. The epistemological
differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK)
constitute a major challenge for an inclusive IK-science curriculum integration. This article is about the
application of a truth-based epistemological framework designed to support teachers to make decisions
on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be
included in science lessons. First, an attempt was made to develop a truth-based epistemological
framework for identifying epistemology(ies) of indigenous knowledge and practices. Second a group of
science teachers used the truth-based epistemological framework to examine ways in which some
specified IK practices that comprised a coherent set of knowledge themes on health, agriculture and
technology could be integrated into the school science curriculum in a valid and legitimate way. The IK
practices used in the study were systematically identified and documented by means of personal
observations and interviews of key informants in a rural community in Zimbabwe. The main findings of
the study showed that the truth-based epistemological framework was useful in providing an
epistemological basis for including some IK practices in science teaching and learning. As a tool for
pedagogy the framework enabled the science teachers to reconsider and change their valuing of
Indigenous knowledge Systems (IKS), more specifically in ways in which local knowledge can validly be
incorporated into school science teaching.
