Exploring grades 11 learners' scientific and indigenous worldviews of selected phenomena relative to traditional expository and argumentation instruction

Abstract

In response to the emerging multicultural classrooms in South Africa, the amended National Curriculum Statement (NCS) for grades R - 12, in the light of current curriculum policy and the NCS (Grades 10 - 12), has proposed the inclusion of Indigenous Knowledge Systems (IKS) in the school science curriculum. Interfacing the two knowledge systems namely, science and IKS have implications for curriculum planning and instructional practices. This is more so if one considers the fact that both systems of thought are based on distinctively different ontological, epistemological, metaphysical and axiological assumptions.