• Dominic Mashoko

  Author

Indigenous knowledge practices of medicinal plants in Chivi, Zimbabwe, were
investigated. The study aimed at documenting IK of medicinal plants and finding the
opportunities available for the multicultural approach of integrating indigenous knowledge of
medicinal plants in the teaching of science in schools. This paper argues that traditional
medicinal knowledge could be harnessed as a teaching strategy for classroom science in schools.
A total of fifty participants were used in the study. These consisted of a traditional healer, village
head, doctor, nurse, 44 form four students and 2 science teachers. Data were obtained from a
case study of IK of medicinal plants through interviews and questionnaires from the purposively
sampled respondents. Questionnaires were completed by teachers and students only, while
interview questions were asked to all participants. Then data analysis was done using tables and
use of quotations from the participants. The study was guided by the socio-cultural theory and
the post-colonial theoretical frameworks. The African indigenes paradigm guided the interview
discussions. All participants concurred that local knowledge of plant medicine could be
integrated into school science teaching. The study revealed that essential concepts such as
neutralization, fermentation, food preservation, reproduction, and human diseases could be
taught in classes basing on the IK of medicinal plants. It was found also that the knowledge held
by the community could be harnessed for the teaching of science in schools. Thus, curriculum
planners need to carefully include some forms of traditional medicinal knowledge into schools
for teachers to build upon what students already know.

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