The Impact Of Integratinga Culturally Responsive Pedagogical Tool In The Teaching Of Deoxyribonucleic Acid In Life Sciences Curriculum

This study exam ines the impact of a culturally integrative DNA (Deoxyribonucleic acid) lesson plan that merges DNA with Indigenous Knowledge Systems (IKS) related to ancestry, spirituality and ecological relationships. It addresses the need for inclusive Life Sciences education that promote recognition of diverse epistemologies in the classroom. The study is underpinned by the pragmatic paradigm, which values approaches that are responsive to real-world educational contexts. It follows an embedded mixed-methods research design approach, where quantitative data from pre- and post-tests is embedded within a broader qualitative and culturally contextualised framework. The qualitative component includes learners’ interviews and storytelling by Indigenous elders, offering culturally rich interpretations of scientific content. Data were collected from thirty Grade 12 Life Sciences learners from a secondary school in Madadeni Township, Hammanskraal, KwaZulu-Natal. The learners were selected through random sampling, while a community elder was purposefully selected for her cultural knowledge and relevance to the study. Learners’ results combined test scores (pre-test & post-test) and qualitative reflections to assess both conceptual understanding and cultural resonance. The study draws from a Theory of Ancestral Life Sciences (TALSc.) framework to guide DNA co-pedagogical design, implementation, and empirical evidence. Findings demonstrate improved learner performance, increased ability to compare Indigenous and Eurocentric worldviews, and a heightened sense of belonging and identity. Learners were meaningfully engaged when DNA as contextualised through land-based learning, cultural storytelling and spiritual connections to nature. They demonstrated an improved performance and expressed a deeper sense of belonging. This research supports the development of Life Sciences curricula that incorporate Indigenous Knowledge as co-equal with Western science. It offers an infusion model for culturally responsive teaching in science education and encourages deeper collaboration with knowledge holders in the community. This paper may serve as a blueprint for culturally responsive teaching in other science disciplines.