DOI: 10.36347/sjahss.2017.v05i04.003

Pages: 280-286

Indigenous knowledge and Environmental Science knowledge share the same body of knowledge (environmental knowledge) yet the two systems are viewed differently. One would expect the two to complement each other since they all study environmental knowledge. This study sought to elicit views and experiences of primary school teachers of integrating indigenous knowledge in the teaching and learning of Environmental Science. The study was a descriptive survey which used questionnaires and in-depth interviews to collect data from thirty randomly sampled respondents and five participants. Document analysis was also made on syllabi and Education Acts to assess how indigenous knowledge systems are co-opted in teaching and learning of Environmental Science. Results showed that indigenous knowledge systems are not given space in formal education system which has dominated the form of education imparted to learners in Zimbabwe. Indigenous knowledge is a preserve of few people in localised areas. Many teachers have little or no knowledge of indigenous knowledge as a result; they cannot integrate it in teaching and learning. The net effect would be the extinction of indigenous knowledge systems. The study recommended that, teachers as stewards of children should have adequate and correct knowledge of indigenous knowledge and use it to explain some scientific concepts when teaching Environmental Science. Teacher training institutions should encourage trainee teachers to research on indigenous knowledge related to the subjects they pursue.