Students’ Cognitive Engagement through Indigenous Knowledge to Learn about Metals

This study examines the integration of Indigenous Knowledge (IK) practices in teaching chemistry, specifically using blacksmithing to teach the concept of metals to Grade 11 students in the Agona West district of Ghana. With a sample of 60 students divided into an experimental group and a control group, the research aimed to assess cognitive engagement through a mixed-methods approach involving pretest and posttest assessments and open-ended questionnaires. The findings indicated significant improvement in students' understanding of the properties of metals, as the blacksmithing context helped bridge theoretical concepts with practical, culturally relevant activities. Students reported enhanced cognitive engagement, highlighting the effectiveness of IK practices in making learning more relatable and effective. The study suggests incorporating IK practices into the teaching and learning of chemistry to enhance interest, improve comprehension and promote application of concepts by students.

Keywords: Cognitive engagement, Blacksmithing process, indigenous knowledge, metals, chemistry