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Exploring Methodologies for Researching Indigenous Knowledge of Plant Healing for Integration into Classroom Science: Insights Related to the Data Collection Phase
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Mpofu, Vongai; Mushayikwa, Emmanuel; Otulaja, Femi S. – African Journal of Research in Mathematics, Science and Technology Education, 2014
This article forms part of a major study being conducted in Zimbabwe to explore the possibilities of integrating indigenous knowledge of plant healing (Ikoph) into western-oriented classroom science. The article reports on an aspect of research methodology. This study explored appropriate strategies for gaining access to indigenous knowledge…
Descriptors: Foreign Countries, Indigenous Knowledge, Research Methodology, Observation
Exploring Methodologies for Researching Indigenous Knowledge of Plant Healing for Integration into Classroom Science: Insights Related to the Data Collection Phase
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Mpofu, Vongai; Mushayikwa, Emmanuel; Otulaja, Femi S. – Online Submission, 2014
This article forms part of a major study being conducted in Zimbabwe to explore the possibilities of integrating indigenous knowledge of plant healing (Ikoph) into western-oriented classroom science. The article reports on an aspect of research methodology. This study explored appropriate strategies for gaining access to indigenous knowledge…
Descriptors: Foreign Countries, Indigenous Knowledge, Plants (Botany), Culturally Relevant Education
Transforming Classroom Discourse and Pedagogy in Rural Zimbabwe Classrooms: The Place of Local Culture and Mother Tongue Use
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Ngwaru, Jacob Marriote – Language, Culture and Curriculum, 2011
Rural African classrooms are still practising discourses and pedagogies that contribute towards students' continued underachievement and marginalisation. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterise most classroom practices. The…
Descriptors: Feedback (Response), Intervention, Observation, Foreign Countries