# data[].attributes.headline
Kedibone Motloutsi ST10092198, Bonolo Mkhonto ST10118343, Lo-atile Maphopha ST10092249, Musa Nkuna ST10091823, Lindelwa Sambo ST10091681

# data[].attributes.subject
Kedibone Motloutsi ST10092198, Bonolo Mkhonto ST10118343, Lo-atile Maphopha ST10092249, Musa Nkuna ST10091823, Lindelwa Sambo ST10091681

# data[].attributes.body
Indigenous knowledge can be best learned through guided discovery method. Most of the intermediate phase learners learn through discovering things around them. Greyson and Botha (2016) explain that one can actually ask learners to gather those materials and have the learners complete a practical activity. Learners can explore indigenous structures through this model, as they will gather and analyse information and build practical structures for example; the learners will ask elders in their family about traditional homes prior to modern tradition, and gather materials to build those indigenous structures.

# data[].attributes.headline
Kelebogile ST10091733 and Esmenia ST10091729 and Thandi ST10091960 and Mosadiki ST10091814    

# data[].attributes.subject
Kelebogile ST10091733 and Esmenia ST10091729 and Thandi ST10091960 and Mosadiki ST10091814    

# data[].attributes.body
Scientists generally distinguish between scientific knowledge and Indigenous Knowledge by claiming science is universal whereas Indigenous Knowledge relates only to particular people and their understanding of the world. There are occasions when science takes on board some aspect of Indigenous knowledge but only when it meets the criteria of western science. Generally, however, Indigenous Knowledge does not fit the criteria for science and therefore is classed as a different kind of knowledge. Another approach is that science and Indigenous Knowledge represent two different views of the world around us: science focuses on the component parts whereas Indigenous Knowledge presents information about the world in a holistic way.  With this analysis it is possible to see how one system can complement the other.  Finally it is important to remember that in today’s world there is no isolated system of knowledge and that the knowledge systems of all people are constantly changing in response to  new knowledge. There are many ways to incorporate IK into natural science. For example: Using the history of The San people. The San people have been using rocks to display their daily lives and beliefs throughout the years wish have become fossils in todays modern world and have been used in museums to remind the coming generations of the valuable history.

# data[].attributes.headline
APPLYING IK WHEN TEACHING NS & TECHNOLOGY

# data[].attributes.subject
APPLYING IK WHEN TEACHING NS & TECHNOLOGY

# data[].attributes.body
The learners will be split up into groups and do a Roleplay of what happens during the food chain (food web). The learners will be instructed to use a predator from the big five (lion or leopard), they will have to use animals from South Africa such as a buffalo/springbok , the bird can be a an African eagle. As well as plants that we find in South Africa such as fynbos or a Protea, using that IK they have to explain how the ecosystem works . using Roleplay.
-Alison Simpson
- Nicole Erwee
- Nicole Hiepner
- Tyler Van Harn
- Gabriella de Olivera

# data[].attributes.headline
Teaching IK using the learner-centered model. (Keshmika Sethurayer ST10092064, Rondene Green ST10091833)

# data[].attributes.subject
Teaching IK using the learner-centered model. (Keshmika Sethurayer ST10092064, Rondene Green ST10091833)

# data[].attributes.body
Teaching indigenous knowledge within the Science classroom is critical in a South African context because it educates the learners about the cultural findings in South Africa from a historical and scientific point of view. Using the learner-centered model to teach this topic increases the effectivity of understanding within the learners because there is a higher level of engagement from the learners. This can be done by ensuring learners are engaged through strategies such as discussions about the content and once providing the learners with enough context of indigenous knowledge, and allocate a task or mini project for the learners to complete in the form of groups, establishing definite engagement between the learners and the topic therefore incorporating the learner-centered model.