Examining learners’ academic performance on the indigenous knowledge assessment tasks in physical science in Endola circuit, Ohangwena region

Abstract

In science education, learners often grapple to distinguish between colloquial language and scientific terminology. This differentiation largely relies on their Current Knowledge Zone (CKZ), which poses challenges for those with limited exposure to both indigenous and Western knowledge. To facilitate this transition, teachers must employ Cross-Fertilization of Ideas (CFI) as a strategic teaching approach, bridging indigenous knowledge with conventional scientific concepts. The paper used positivism paradigm and quantitative research approach was used. The Social constructivism theory was used to be able to understand how the learners were constructing their understanding during the text. Recent research in Namibia, South Africa, and Zimbabwe has demonstrated the positive impact of integrating indigenous knowledge (IK) into science education. This study focused on Grade 10 physical science test questions, assessing learners' academic performance when IK was integrated. Through the lens of social constructivism, which views reality, knowledge, and learning as socially constructed, the study analysed the data looking the reality, knowledge construction. 26 learners took part in the research by writing the test for physical science. Employing a quantitative approach the study examined learners' academic performance in Physics tests where IK was integrated. Results revealed learners showed lack of indigenous knowledge and established scientific principles, leading to poor performance among many learners. Notably, learners struggled to link their indigenous knowledge with conventional scientific understanding, often resorting to everyday language. To address these challenges, the study suggest that science teachers adopt the role of "knowledge brokers" to effectively mediate between indigenous and scientific knowledge realms, thereby enhancing learners' comprehension and performance in science education.