dc.contributor.author | De Beer, Josef J. | |
dc.date.accessioned | 2017-03-13T12:23:08Z | |
dc.date.available | 2017-03-13T12:23:08Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | De Beer, J.J. 2015. Die insluiting van inheemse kennis in die wetenskapklaskamer: ’n betoog vanuit die kulltuurhistoriese aktiwiteitsteorie. South African journal for science and technology / Suid-Afrikaanse tydskrif vir natuurwetenskap en tegnologie, 34(1):1-6. [http://dx.doi.org/10.4102/satnt.v34i1.1344] | en_US |
dc.identifier.issn | 0254-3486 | |
dc.identifier.issn | 2222-4173 (Online) | |
dc.identifier.uri | http://hdl.handle.net/10394/20797 | |
dc.identifier.uri | http://dx.doi.org/10.4102/satnt.v34i1.1344 | |
dc.description.abstract | This article provides a theoretical argument for the inclusion of indigenous knowledge in the science classroom by using Engeström’s thirdgeneration cultural-historical activity theory (CHAT) as lens. The basic premise is that the learner enters the classroom with indigenous knowledge. By being sensitive to this embodied and situated cognition of the learner, the teacher may use indigenous knowledge as an effective entry point to make the abstract science curriculum more accessible and relevant to the learner. Through CHAT as a lens, various factors are identified that prevent the promotion of indigenous knowledge in the school curriculum. | en_US |
dc.language.iso | other | en_US |
dc.publisher | AOSIS | en_US |
dc.subject | Inheemse kennis | en_US |
dc.subject | wetenskaponderwys | en_US |
dc.subject | kultuur-historiese aktiwiteitsteorie | en_US |
dc.title | Die insluiting van inheemse kennis in die wetenskapklaskamer: ’n betoog vanuit die kulltuurhistoriese aktiwiteitsteorie | en_US |
dc.title.alternative | The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory | en_US |
dc.type | Article | en_US |
dc.contributor.researchID | 22024042 - De Beer, Josef Johannes Jacobus | |