Mediating learning of nutrition through using traditional food processing and preservation to grade 6 rural school learners

Abstract

Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners' journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners' engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition.