Open AccessA cultural-historical activity theory focus on the holders of indigenous knowledge as self-directed learners: Lessons for education in South African schools
Author(s) -
Josef Johannes Jacobus De Beer,
Elsa Mentz
Publication year - 2017
Publication title -
suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie/die suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie
Language(s) - English
Resource type - Journals
eISSN - 2222-4173
pISSN - 0254-3486
DOI - 10.4102/satnt.v36i1.1398
Subject(s) - indigenous , construct (python library) , traditional knowledge , autodidacticism , activity theory , mathematics education , pedagogy , psychology , computer science , ecology , biology , programming language
This article demonstrates by means of four examples how the holders of indigenous knowledge were and are self-directed learners. They take the initiative to diagnose their learning needs and learning goals, identify resources for learning, choose appropriate learning strategies, and evaluate the outcomes. The construct of the ethnobotanical knowledge index is used to show how people in the Northern Cape in South Africa become self-directed learners to survive. By using third-generation cultural-historical activity theory, we show the lessons this holds for the classroom, which often is characterised by teacher-centred transmission mode teaching and learning, with very little self-directed learning