Secondary School Life Sciences Teachers’ Understanding of Indigenous Knowledge in Relation to their Views on its Integration into their Classroom Practice

IF 0.7 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

African Journal of Research in Mathematics Science and Technology Education Pub Date : 2024-06-12 DOI:10.1080/18117295.2024.2358617

Uchechi Agnes Ahanonye, Femi Otulaja, Ida Risenga, Shalini Dukhan

引用次数: 0

Abstract

The purpose of this study is to explore the relationship between life sciences teachers’ understanding of indigenous knowledge (IK) and their views of integrating Indigenous Knowledge in their teac...

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中学生命科学教师对土著知识的理解与将其纳入课堂实践的看法

本研究旨在探讨生命科学教师对土著知识（IK）的理解与他们将土著知识融入教学的观点之间的关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

African Journal of Research in Mathematics Science and Technology Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.