Developing an Indigenous Knowledge- Chemistry Manual for the Teaching of Chemistry

This study aimed to develop an indigenous knowledge-chemistry framework for teaching selected chemistry concepts. Indigenous knowledge (IK) has been transmitted through unique methods, enabling communities to thrive long before the introduction of Western education. The advent of Western education presents learners with principles that often clash with their cultural context, making it essential for teachers to adopt strategies that integrate local knowledge. The significance of IK in enhancing chemistry knowledge acquisition and retention is considerable, as it promotes understanding of the environment and contributes to personal, societal, and national development. However, there is often no manual to guide the integration of IK into teaching. An ethnographic study was conducted with 20 purposively sampled IK experts from the Agona East and West Municipalities in Ghana. These experts were interviewed to gather detailed information about their IK practices. Eight chemistry teachers, also purposively selected, helped categorise the collected IK practices into relevant chemistry concepts using guided questionnaires. This process resulted in the development of an IK-chemistry manual, including integrated lesson plans. The study recommends the use of the manual by science teachers to improve student engagement and performance.

Key words: Indigenous knowledge, integration, manual, chemistry concepts, teaching