5.3.1 Implications for the teaching and learning process
The findings of this study join a plethora of others (e.g Mohapatra, and Bhadauria, 2009, Stavridou & Marinopoulos, 2001, Chapman and Sharma, 2006, Yurttas and Sulum, 2010, Oztaz and Kalipci, 2009 ) in confirming that alternate ideas on water and water pollution are held by many learners and if not identified will have long lasting effects on them which will be resistant to change. The call to integrate school science with Indigenous Knowledge Systems (IKS) is emphasized in the Revised South African Curriculum Statement (2002).
The motive for integrating science with IKS is to sustain environmental sustainability in non- western societies (Hewson, 1988; Odora-Hoppers, 2002; Ogunniyi, 1988, 2004). This has cultural, ethical and historical implications and the type of curriculum to be developed. The results of the present study show the challenges learners have to face in relating their indigenous knowledge with school science (e.g. Aikenhead and Jegede, 1999; Ogunniyi et al., 1995). Learning Outcome 3 (LO3) of the Revised Curriculum 2005 for the Natural sciences, expects learners to demonstrate an understanding between science and the environment (DOE, 2002), as well as to integrate and recognize the different worldviews other than science.
128
Science and IKS are based on two different paradigms and can be of great challenge to teachers and learners. Ogunniyi (2004) has shown how the contiguity theory which he proposed could provide a useful platform to integrate both systems of thought. Teaching IKS and science separately, without acknowledging their everyday knowledge and alternate ideas, will do injustice to learners. In my opinion, teachers teaching in multicultural schools need to appreciate the traditional knowledge of their learners and incorporate it with science in the classroom. This prior knowledge can be utilized to decide on what content to be thought and how it will be taught, so that learners can make the connection with science and IKS.
Unless this is done, the policy of inclusive education will lead to curriculum failure. Studies by various scholars shown the positive effects of argumentation in enhancing teachers and learners’ understanding of the nature of science and socio-scientific issues (e.g. Erduran et al, 2004; Osborne et al, 2004a, Simon et al, 2006; Ogunniyi, 2006a, 2006b, 2007a;2 Ogunniyi & Hewson, 2008). Teaching ought to help students comprehend the global aspect of water pollution as well as how pollutants can spread from one place to another, particularly through human activities. The findings of this study has shown that by introducing learners to environmental issues like water and water pollution through the appropriate instructional strategies right at the junior primary school level they could begin to grasp the importance of socio-scientific issues.
The implications for curriculum development and instructional practice seem obvious namely that learning materials should consist of science concepts relevant to the daily lives of learners. Gillies, (2003) and Herrenkohl et al. (1999) have emphasized that children need to be trained purposefully. They need explicit guidance to develop the skills of argumentation in order to challenge their peers and to engaged in urbane discussion. If teachers use creative instructional approaches (e.g. dialogical argumentation instruction considered in this study) to expose their learners to socio- scientific issues the learners in turn would be able develop necessary knowledge, skills and attitudes to cope with diverse environmental challenges they face in their daily lives. Dialogical argumentation instruction has been in various studies to guide children in how to work collaboratively in a group, to co-construct ideas and to reach meaningful decisions on various socio- scientific issues (Mercer, 2000).
129
Also if teachers provide children with activities where scientific evidence is discussed in collaboration within their peer group through the use of evidence and argumentation skills, their scientific reasoning skills is likely to be enhanced. It is not surprising that there are still many science classes in the primary schools that are characterized by the chalk-and-talk teaching despite the call by the Department of Education to adopt new instructional strategies compatible with the new environmentally focused curriculum. Also, when a single experiment is done, by only the teacher, learners are deprived of valuable science inquiry. Sustaining the environment in my view is just as important as Mathematics and Literacy in the young classes. Yilmaz, (2004:1544-1545) claims that “Using student centred teaching methods in science courses may help students to better discuss scientific concepts related to the environmental issues from many perspectives and increase students’ awareness of those issues.
This study provides evidence of the alternative conceptions that learners have with regard to water and water pollution. Studies have shown (Wandersee et al., 1994; Cardack, 2009), as mentioned earlier, that misconceptions not addressed in science classes would persist in the minds of children for a long time. Chu et al (2007) also point out that learners should be exposed to a range of environmental education resources and strategies in order to develop their environmental literacy. This according to them would promote learners’ conceptual understanding.
The integrated curriculum for young children should involve story telling about environmental issues affecting society and the environmental awareness of the interrelationship between water, people, animals, food chains, and water pollution. Furthermore, the curriculum needs to be more flexible to permit for differences in teaching strategies and thereby influence children’s environmental literacy that cannot be achieved in the classroom. This can be done through various teaching strategies and materials, such as field trips, engaging in newspapers, magazines and television programmes on water pollution that is more effective for young children.
130
5.3.2 Implications and recommendations for classroom practice
The results of the study reveal that some of the alternate conceptions that were found among grade three learners could be remedied through argumentation and discursive classroom discourses. Orr (1994) supports the fact that teachers need to partake in new pedagogical thoughts of environmental education with the conservative practice of curriculum, policy and education. He also mentioned that teachers need opportunities to develop their theoretically informed reflections, in order to provide insight into their pedagogical knowledge. To deal with the above concern the points mentioned in the section that follows below are worthy of close consideration.