Integrating Indigenous Knowledge into Science Teaching in High Schools

Abstract

The integration of Indigenous Knowledge (IK) into science education has gained global attention as educators recognize its potential to contextualize learning, enhance cultural identity, and promote sustainability. This quantitative study examines high school science teachers’ perceptions, attitudes, and challenges toward incorporating Indigenous Knowledge in science classrooms. A structured survey was administered to 100 high school science teachers across rural and urban schools. Descriptive and inferential statistical analyses were employed to explore patterns in teachers’ preparedness, institutional support, and pedagogical practices. Results indicate that while teachers generally exhibit positive attitudes toward integrating Indigenous perspectives, significant gaps exist in training, curriculum alignment, and resource availability. The findings emphasize the need for professional development, culturally responsive curricula, and policy frameworks that bridge Indigenous and Western scientific paradigms. The study concludes that successful integration of Indigenous Knowledge in science education requires a synergistic approach that values cultural diversity and scientific inquiry equally.