Incorporating traditional ecological knowledge into science education, a case study of Mbita sub-county

Abstract

Rationale of Study – The need for sustainable education practices has become more critical in a world grappling with pressing environmental challenges. Indigenous knowledge, developed over generations through direct environmental interaction, offers unique perspectives on sustainable educational practices. This study explored integrating traditional ecological knowledge into science education, recognising its significance in fostering a more comprehensive and inclusive approach to sustainability.
Methodology – The study was conducted in five junior secondary schools in the Mbita sub-county, Homa Bay County, Kenya. A qualitative approach and a case study design were applied. Data was collected using a semi-structured interview and document analysis.
Findings – The findings revealed that teachers understood indigenous knowledge as information acquired from the environment and traditional practices, but their comprehension of traditional ecological knowledge was limited. Some aspects of traditional ecological knowledge identified in the science curriculum include the study of weather, traditional medicine, flora and fauna, and farming methods.
Implications – The study provides practical recommendations, including teacher training programmes on integration practices, the acknowledgement of traditional knowledge by the government and education policies, the establishment of partnerships with indigenous communities, and the provision of resources for documenting traditional ecological knowledge for future use. The study envisions unlocking valuable insights into sustainability, fostering a generation of students well-equipped to advocate for and implement sustainable practices in their communities.
Originality – This study represents my own effort and has not been taken in whole or part without reference to whom or where the information was attained.