HED4817 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 23
January 2026
[Document subtitle]
[School]
[Course title]
,HED4817 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 23
January 2026
Institution
University Of South Africa (Unisa)
Course
Science Education (HED4817)
HED4817 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 23
January 2026; 100% TRUSTED Complete, trusted solutions and
explanations.
2025 HED4817 SCIENCE EDUCATION ASSIGNMENT NUMBER 04 ASSIGNMENT DUE DATE: 23
JANUARY 2026 ASSIGNMENT TOTAL MARKS: 100 rubric will be used to assess the question (10
Marks) Criteria 3 – 4 2 1 Integration of IKS in Teaching Effectively integrates IKS beliefs about
lightning into teaching electrostatics, demonstrating a clear connection between cultural
perspectives and scientific principles. Integrates IKS beliefs into teaching electrostatics, but may
lack clarity or depth in connecting cultural and scientific perspectives.
Question 1
Attempts to integrate IKS beliefs, but the connection to scientific principles is unclear or
superficial. Addressing Misconceptions Skillfully addresses misconceptions from IKS about
individuals controlling lightning, using scientific evidence and explanations to correct
misunderstandings. Addresses misconceptions from IKS, but explanations may be somewhat
lacking in depth or clarity. Addresses misconceptions superficially or fails to provide adequate
scientific evidence to correct misunderstandings. Teaching New Concepts Clearly explains new
scientific concepts related to electrostatics, ensuring that explanations are accessible and
relevant to students' prior knowledge. Explains new scientific concepts adequately, but may not
fully relate them to students' prior knowledge or experiences. Explanation of new concepts is
unclear or not effectively connected to students' prior knowledge.1.1 Critically discuss the
significance of indigenous knowledge in teaching Sciences to Africans. In your discussion,
consider addressing the following questions: • What science knowledge did Africans have
before the advent of contemporary science? • Were the African science ideas effective in
, solving problems? • What challenges did Africans face in applying indigenous knowledge in the
teaching of science? • What advantages does the use of indigenous knowledge have in the
teaching of science? • What stops indigenous knowledge systems from being used in science
teaching nowadays? (25)
Introduction The Significance of Indigenous Knowledge Systems (IKS) in Teaching Science to
Africans
Indigenous Knowledge Systems (IKS) encompass the cultural knowledge, skills, beliefs, and
practices that African communities have developed over generations to explain and interact
with their environment. Long before the introduction of contemporary Western science,
Africans possessed robust systems of understanding grounded in observation, experience, and
experimentation. Integrating IKS into science education in Africa is vital because it makes
learning more relevant, contextual, and meaningful to students. This essay critically discusses
the significance of IKS in science teaching, focusing on the nature of precolonial African
scientific knowledge, its effectiveness, the challenges in using IKS for teaching, its advantages,
and the factors hindering its application in modern classrooms.
African Scientific Knowledge Before the Advent of Contemporary Science
Before colonialism and the introduction of Western science, Africans had developed deep
scientific knowledge in multiple fields. For instance, agricultural science was advanced through
crop rotation, intercropping, and soil conservation practices that promoted sustainability
(Keane, 2018). Communities such as the Konso people of Ethiopia built stone terraces to
prevent erosion — demonstrating a practical understanding of environmental management.
In medicine, African healers developed extensive pharmacological knowledge using plants and
herbs for treatment. The use of Artemisia annua, for example, predated modern malaria drugs
(Okoli, 2020). Similarly, the Dogon people of Mali observed celestial objects and developed
detailed astronomical systems before modern telescopes were introduced (Bang & Baker, 2013).
Metallurgical expertise was also evident in traditional iron smelting in ancient Ghana and Great
Zimbabwe, where furnaces consistently achieved high temperatures for metal extraction.
These examples indicate that precolonial African knowledge systems were structured, empirical,
and functionally scientific in addressing local challenges.
Effectiveness of African Science Ideas in Solving Problems
Indigenous African scientific practices were highly effective because they were context-based
and solution-oriented. Traditional medicine successfully treated diseases using natural herbs
January 2026
[Document subtitle]
[School]
[Course title]
,HED4817 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 23
January 2026
Institution
University Of South Africa (Unisa)
Course
Science Education (HED4817)
HED4817 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 23
January 2026; 100% TRUSTED Complete, trusted solutions and
explanations.
2025 HED4817 SCIENCE EDUCATION ASSIGNMENT NUMBER 04 ASSIGNMENT DUE DATE: 23
JANUARY 2026 ASSIGNMENT TOTAL MARKS: 100 rubric will be used to assess the question (10
Marks) Criteria 3 – 4 2 1 Integration of IKS in Teaching Effectively integrates IKS beliefs about
lightning into teaching electrostatics, demonstrating a clear connection between cultural
perspectives and scientific principles. Integrates IKS beliefs into teaching electrostatics, but may
lack clarity or depth in connecting cultural and scientific perspectives.
Question 1
Attempts to integrate IKS beliefs, but the connection to scientific principles is unclear or
superficial. Addressing Misconceptions Skillfully addresses misconceptions from IKS about
individuals controlling lightning, using scientific evidence and explanations to correct
misunderstandings. Addresses misconceptions from IKS, but explanations may be somewhat
lacking in depth or clarity. Addresses misconceptions superficially or fails to provide adequate
scientific evidence to correct misunderstandings. Teaching New Concepts Clearly explains new
scientific concepts related to electrostatics, ensuring that explanations are accessible and
relevant to students' prior knowledge. Explains new scientific concepts adequately, but may not
fully relate them to students' prior knowledge or experiences. Explanation of new concepts is
unclear or not effectively connected to students' prior knowledge.1.1 Critically discuss the
significance of indigenous knowledge in teaching Sciences to Africans. In your discussion,
consider addressing the following questions: • What science knowledge did Africans have
before the advent of contemporary science? • Were the African science ideas effective in
, solving problems? • What challenges did Africans face in applying indigenous knowledge in the
teaching of science? • What advantages does the use of indigenous knowledge have in the
teaching of science? • What stops indigenous knowledge systems from being used in science
teaching nowadays? (25)
Introduction The Significance of Indigenous Knowledge Systems (IKS) in Teaching Science to
Africans
Indigenous Knowledge Systems (IKS) encompass the cultural knowledge, skills, beliefs, and
practices that African communities have developed over generations to explain and interact
with their environment. Long before the introduction of contemporary Western science,
Africans possessed robust systems of understanding grounded in observation, experience, and
experimentation. Integrating IKS into science education in Africa is vital because it makes
learning more relevant, contextual, and meaningful to students. This essay critically discusses
the significance of IKS in science teaching, focusing on the nature of precolonial African
scientific knowledge, its effectiveness, the challenges in using IKS for teaching, its advantages,
and the factors hindering its application in modern classrooms.
African Scientific Knowledge Before the Advent of Contemporary Science
Before colonialism and the introduction of Western science, Africans had developed deep
scientific knowledge in multiple fields. For instance, agricultural science was advanced through
crop rotation, intercropping, and soil conservation practices that promoted sustainability
(Keane, 2018). Communities such as the Konso people of Ethiopia built stone terraces to
prevent erosion — demonstrating a practical understanding of environmental management.
In medicine, African healers developed extensive pharmacological knowledge using plants and
herbs for treatment. The use of Artemisia annua, for example, predated modern malaria drugs
(Okoli, 2020). Similarly, the Dogon people of Mali observed celestial objects and developed
detailed astronomical systems before modern telescopes were introduced (Bang & Baker, 2013).
Metallurgical expertise was also evident in traditional iron smelting in ancient Ghana and Great
Zimbabwe, where furnaces consistently achieved high temperatures for metal extraction.
These examples indicate that precolonial African knowledge systems were structured, empirical,
and functionally scientific in addressing local challenges.
Effectiveness of African Science Ideas in Solving Problems
Indigenous African scientific practices were highly effective because they were context-based
and solution-oriented. Traditional medicine successfully treated diseases using natural herbs
