Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe
Bibliographic record
Abstract
Abstract Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.004 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".