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

This study examines the impact of a culturally integrative anaerobic respiration lesson plan that merges anaerobic respiration with Indigenous Knowledge Systems (IKS) related to physical endurance, traditional fermentation practices, and ecological interdependence. It addresses the need for inclusive Life Sciences education that promotes 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 was collected from 30 Grade 11 Life Sciences learners at one of the secondary schools at Ulunditownship, KwaZulu-Natal, selected through purposive sampling along with two community elders. 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 anaerobic respiration 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 anaerobic respiration was contextualised through land-based learning, cultural storytelling, and spiritual connections to the body and environment. 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 tool for culturally responsive Life sciences teaching.