Integration of Cultural Heritage when teaching and learning about the kidney in Grade 11 Life Sciences classrooms in SA: A Self Study

Abstract

In this research I was researching my own practice in the classroom; therefore, the research is focused on my practice. However, my practice cannot happen without my learners. I am conscious that my learners are indirect participants because it is their reaction to my teaching that determines how I will teach. This study seeks to establish how use of knowledge from my culture and the learners’ cultural heritage as a methodology can be conducted meaningfully to teach the concept of the kidney in my Grade 11 class of Life Sciences. This is because learners often feel that there are major differences that exist between their culture and the culture of the science they come to learn at school (Aikenhead & Jegede, 1999). The use of cultural heritage in a classroom has the potential to help move learners from one level of cognitive development to another (Mandikonza, 2019). Furthermore, the National Curriculum and Assessment Policy Statement (CAPS) grades R-12 that stipulates policy on curriculum and assessment in the schooling sector in South Africa suggests that all learners be given the expression of what is regarded as knowledge, skills and values that are worth learning (CAPS, 2012). It emphasizes that children need to acquire and apply knowledge and skills in ways that are meaningful to their lives (lived experience); as such, the curriculum promotes the idea of grounding knowledge in local contexts (realities) while being sensitive to global imperatives (CAPS, 2011). This study used a qualitative research design and followed an interpretivist approach. The theoretical frameworks that guided this study was the social constructivism theory -Vygotsky’s social development theory, Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). Learners in my Grade 11 class were purposively selected to participate in the study. Data collecting techniques included journaling that I used as a way of reporting observations, reflection 4 | P a g e and reactions to classroom occurrences as well as observation by critical friend who observed and can asked questions that were provocative which provided data to be studied through another lens (Noor & Shafee, 2020). Multiple data collecting tools were used which included semi- structured interviews, audio and video recordings. A narrative enquiry was used to analyze my data. Findings from this study suggest that CH contributes meaningfully in the learning of science concepts, there are challenges that are associated with integrating CH in the science classrooms that need to be addressed lastly, there is a need for teachers to constantly improve their practice in the classroom. Findings from this study may in some way contribute in assisting the production of culturally appropriate learning material for curriculum developers