Science education, curriculum and pedagogy in 21st Century Kenya: an investigation in Laikipia

Gatongi, Nderitu (Francis) (2025) Science education, curriculum and pedagogy in 21st Century Kenya: an investigation in Laikipia. PhD thesis, University of Glasgow.

Abstract

Prompted by my lived experiences as a child born and raised in remote Laikipia county, a rural setting in Kenya this qualitative study explores the extent to which secondary school teachers and students of science in a secondary school in Kenya (Laikipia County) integrate indigenous science knowledge (ISK) and mother tongue language into the science curriculum to make science lessons more interesting and meaningful to learners. Science is an important curricular area and an area that Kenya is keen to grow and develop and yet studies show that Kenyan students fail to choose science at secondary school level. The school curriculum and teachers play a significant role in controlling what happens in classrooms in Kenya and although there is a set curriculum to be covered, teachers can decide how they will communicate to their students. While there is a focus on school science knowledge (SSK) teachers, students and policy recognise the part that indigenous science knowledge (ISK) can play in education for sustainable development. However, opportunities to include ISK are sometimes limited or thwarted by circumstances.

Qualitative data was collected through semi-structured interviews with teachers and the headteacher and focus groups for students in the school. Participants gave their insights into, and experiences of, learning and teaching in science using indigenous perspectives and languages. Students were purposively selected while due to the relatively small size of the school all science teachers took part. The science syllabus and policy documents provided information about the how and what of learning and teaching in science classrooms and provided a context for the primary data gathered from the interviews. The views of participants provided thick and in-depth narratives. The findings showed differences and similarities in participants’ views, experiences and they highlight doubts, worries and practical concerns around the use of indigenous perspectives in their Kenyan science classroom. Participants showed an understanding of ISK and its problem-solving benefits at home and the significant role it could play in learning science knowledge. In this study teachers and students thought that participative methods such as class discussions could promote creativity and innovation, and in the process create an understanding and appreciation of indigenous knowledge and its role in education for sustainability. Notwithstanding, participants also highlighted perennial issues such as poverty and a lack of resources and funding as impacting on education and in particular science education. While development since my own time in school seemed limited, there were glimmers of hope that the future could be different. The general positive view of ISK from the participants of this study suggest that it is an area of further ongoing development, particularly in regard to science education for sustainable development. The students in this study also shared important ideas about student voice and participation. Their understanding and appreciation of ISK, indigenous languages and culture in Kenyan science lessons could serve as a starting point for consideration and development of the role of ISK in sustainability and science education in rural settings.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education; L Education > LC Special aspects of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: McCulloch, Dr. Margaret and Sutherland, Professor Margaret
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-85252
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 26 Jun 2025 13:23
• Last Modified: 26 Jun 2025 13:23
• Thesis DOI: 10.5525/gla.thesis.85252
• URI: https://theses.gla.ac.uk/id/eprint/85252