Local gin production as an indigenous knowledge learning tool in the study of the concept of distillation

The engagement of students in the teaching and learning processes enables them to take active ownership of their learning. Engaging students in lessons that involve indigenous knowledge activities pertaining to their environment makes their learning real, evidential and relevant. Apparently, students could be directly involved in such indigenous knowledge activities though they may not know the scientific concepts and principles underlying them. Therefore, this study aimed at helping grade 10 (15 - 17 years) students to construct knowledge and improve upon their understanding of the science (chemistry) concepts involved in distillation by engaging them in the processes of local gin production. The study was conducted in a senior high school in the Agona West District of the Central Region of Ghana, with an intact class of 25 students forming the experimental group. The control group, also made up of 25 students from the same school, was randomly selected from two other classes with similar characteristics as the experimental group. Among the various forms of engagements designed for the study included a field visit to the local gin production site. Data was collected by means of tests, a questionnaire and observation. The study’s findings indicated that the experimental group were more engaged in learning the chemistry concepts. Also, they had acquired relevant scientific knowledge, and gained a better understanding of the concepts and principles governing the process of distillation. The study recommended that science/chemistry educators must endeavour to relate science concepts taught in the classroom to real life practices to promote students’ engagement in lessons, enable them acquire the requisite scientific knowledge and improve on their understanding of scientific concepts. Thus, while providing the students with the comfort of learning from what they already practise in their communities (indigenous knowledge practices), they would appreciate the relevance of the scientific concepts learnt and be equipped to apply them in their daily lives.

Keywords: Local gin production, Indigenous knowledge, Science concept, Distillation, Students’ engagement, Knowledge construction