...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie >The pedagogy of indigenous knowledge as a social construct
【24h】

The pedagogy of indigenous knowledge as a social construct

机译：土著知识的教育学作为一种社会建构

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This article explains indigenous knowledge, firstly as a social construct, and subsequently in terms of the value it holds for educational practice. Indigenous knowledge (IK) often constitutes the basis of learners' first experiences and links such experiences, via spontaneous conceptualisation, with scientific phenomena. IK also serves as the primary organiser of learning, with a view to further conceptualisation and schematisation. The exclusion of indigenous knowledge from formal curricula is usually not intentional, and its actual inclusion in learning material can make a valuable contribution towards linking existing knowledge and new information. The article claims that the indigenous knowledge of local populations should be acknowledged to empower curriculum developers and learners. Seeing that indigenous knowledge is interwoven with the social constructs of society, participatory research strategies are suggested to gather, quantify and verify information for curriculum development purposes.
机译：本文首先解释了土著知识，将其作为一种社会建构，然后根据其对教育实践的价值进行了解释。土著知识（IK）通常构成学习者的初次体验的基础，并通过自发的概念化将这些经历与科学现象联系起来。 IK还充当学习的主要组织者，以期进一步进行概念化和方案化。通常不是有意将正规课程中的土著知识排除在外，而将其实际纳入学习材料中可以为将现有知识和新信息联系起来做出宝贵的贡献。该文章主张应承认当地居民的土著知识，以增强课程开发人员和学习者的能力。鉴于土著知识与社会的社会结构交织在一起，建议采用参与性研究策略来收集，量化和验证信息以用于课程开发。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号