Mobilising the indigenous technology of making soap to mediate learning of saponification in organic chemistry

Abstract

Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky's Socio-Cultural Theory (SCT) and Shulman's Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick's Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members' presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners' socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally.