Life sciences learners’ views on the integration of indigenous knowledge into indigenous knowledge-related topics using a cooperative learning approach: A case of South African grade 10 classroom

This study explored grade 10 life sciences learners’ views on the integration of indigenous knowledge (IK) into IK-related topics using a cooperative learning approach. The study was underpinned by social constructivism theory, whereby a qualitative single-case study design was used. Eight grade 10 life sciences learners from a school in Moroke Circuit, Limpopo Province, participated in the study. Document reviews and observations were used to collect data. The findings revealed that the teaching methods under the cooperative learning approach are efficacious in integrating IK in the life sciences classroom. The findings further revealed that the integration of IK in life sciences classrooms improved participation, learning, and comprehension of life sciences topics and that when learners are given space and a voice, they are able to express critical and independent views from which teachers can draw a lot from. The study recommends changes towards curriculum development, teacher training, classroom strategies and community engagement.