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dc.contributor.authorDe Beer, Josef
dc.date.accessioned2017-10-16T12:28:04Z
dc.date.available2017-10-16T12:28:04Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/10394/25843
dc.description.abstractIn this inaugural lecture, my central argument is that, by including indigenous (scientific) knowledge in the school curriculum, and by utilising the processes of science in doing so, we could see worthwhile learning effects in the science classroom. The counter argument of cynics might be that many modern urban young people do not have an indigenous knowledge base - a valid point that illustrates why more attention should be devoted to harnessing this often orally transmitted knowledge, before it is lost forever.en_US
dc.language.isoenen_US
dc.publisherPotchefstroom : North-West University, Potchefstroom Campusen_US
dc.subjectIndigenous knowledgeen_US
dc.subjectSchool curriculumen_US
dc.subjectScience educationen_US
dc.subjectCultural-Historical Activity Theoryen_US
dc.titleCrossing boundarised epistemologies in science education : the affordances of indigenous knowledge / Josef de Beeren_US
dc.typeOtheren_US


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