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Potential Nexus of Science Technology and Indigenous Knowledge for Teaching Agricultural Science: A Theoretical Proposal
Abstract
There is a need to understand the pedagogical reasons for an integrated agricultural science education. Indigenous knowledge is critical. The aim of the study was to provide a theoretical analysis of the nexus of science, technology and indigenous knowledge systems. A nexus generally refers to a connection or link between different elements or systems. The study selected science, technology and indigenous knowledge systems as major advancements in agriculture teaching and learning. Six predominant principles and components of these advancements were compared for potential indication of connectedness and combined impact. The approach of combining quantitative and empirical metanalysis found science to be the predominant factor (36%) in the understanding of the nexus compared with technology (33%) and indigenous knowledge (31%). To provide a global perspective, the study used case studies to explain the relevance of My Folio Pedagogic Planning as the closet framework. Future research in science, technology and indigenous knowledge education nexus is recommended.
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