INDIGENOUS CHEMISTRY KNOWLEDGE FOCUS GROUP TWO FEEDBACK

This study focused on the significance of Indigenous chemistry knowledge on Western chemistry education. A descriptive qualitative research design was employed in the study. Focus groups interviews, observations and document analysis were used to collect data from 29 purposively sampled pre-service science teachers. For data analysis, constant comparison data analysis was used. The study established that (i) Indigenous chemistry knowledge and Western chemistry knowledge have a common empirical foundation and have a function of resolving real-world challenges, (ii) Indigenous chemistry knowledge can be used as chemistry prior knowledge for Western chemistry knowledge and chemistry contextualization and (iii) applying Indigenous chemistry knowledge in Western chemistry education enhances learner engagement, meaningful learning experiences and academic performance.