Integrating a Culturally Responsive Pedagogical Tool in the Teaching of Photosynthesis in Life Sciences Curriculum

Abstract

This study explores the implementation of a culturally integrative photosynthesis lesson plan that intertwines scientific concepts of photosynthesis with Indigenous Knowledge Systems (IKS), particularly those related to plant-based vitality, traditional farming practices, and ecological reciprocity. It responds to the call for inclusive Life Sciences education that affirms and values diverse ways of knowing in classroom contexts. Grounded in a pragmatic paradigm, the study embraces educational approaches that are sensitive to real-world teaching environments. Employing an embedded mixed-methods research design, the study integrates quantitative data from pre- and post-assessments within a broader, qualitatively rich, and culturally situated framework. The qualitative dimension encompasses learner interviews and narrative contributions from Indigenous elders, providing layered, culturally grounded interpretations of scientific themes. Data was gathered from 25 Grade 11 Life Sciences learners at a secondary school in KwaZulu-Natal, selected through purposive sampling, along with insights from two community elders. Learner outcomes were analysed through both test scores (pre- and post-tests) and reflective narratives to evaluate conceptual grasp and cultural relevance. The research draws on the Theory of Ancestral Life Sciences (TALSc.) to inform the co-pedagogical design, facilitation, and analysis of the photosynthesis learning experience. Results indicate enhanced learner achievement, greater capacity to navigate and compare Indigenous and Western scientific paradigms, and an enriched sense of cultural identity and connection. Learners engaged more deeply when photosynthesis was taught through land-based experiences, Indigenous storytelling, and spiritual understandings of nature and sustenance. They exhibited improved academic outcomes and expressed a strengthened sense of belonging. This study supports Life Sciences curriculum transformation by advocating for the equitable inclusion of Indigenous Knowledge alongside Western science. It presents a culturally grounded infusion model for responsive science education and promotes collaborative engagement with Indigenous Knowledge holders. The paper offers a valuable framework for enacting culturally attuned Life Sciences pedagogy.