- Title
- Using Topic Specific Pedagogical Content Knowledge to Study Indigenous Knowledge Integration in Grade 11 Physical Science Lessons: Teachers’ Perspectives
- Creator
- Mdleleni, Sinethemba, Ngcoza, Kenneth M
- Subject
- To be catalogued
- Date
- 2025
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/484360
- Identifier
- vital:78899
- Identifier
- https://doi.org/10.1080/18117295.2024.2444791
- Description
- Many learners seem to struggle to grasp the concepts of forces and Newton’s law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers’ perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners’ understanding of science, particularly in relation to forces and Newton’s laws of motion. It adopts a qualitative case study approach, grounded in interpretive and Indigenous research paradigms, and framed by the Ubuntu perspective, which emphasises community and collective well-being. Purposive sampling was used to select three voluntary participants, and data were generated through semi-structured interviews. Data analysis was based on Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge framework, focusing on learners’ prior knowledge, curricular saliency, difficulties in understanding, and teaching strategies. Key themes included learners’ prior knowledge, content prioritisation, challenges in integrating IK and conceptual teaching strategies.
- Format
- 14 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Mdleleni, S. and Ngcoza, K. M. (2025) ‘Using Topic Specific Pedagogical Content Knowledge to Study Indigenous Knowledge Integration in Grade 11 Physical Science Lessons: Teachers’ Perspectives’, African Journal of Research in Mathematics, Science and Technology Education, 29(1), pp. 128–141. doi: 10.1080/18117295.2024.2444791, African Journal of Research in Mathematics, Science and Technology Education volume 29 number 1 128 141 2025 1811-7295
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Person PID
- https://orcid.org/0000-0003-4509-7486
- Hits: 3
- Visitors: 2
- Downloads: 0
Collections
Ngcoza, Kenneth Mlungisi (Prof)
RU Department of Education
SDG 04. Quality Education
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