Biology Teachers’ Perceptions toward Integrating Indigenous Knowledge in the Teaching of Ecology in Secondary Schools in Dodoma, Tanzania
Kassy Annie Ananias and Elias Nuru MussaSt John’s University of Tanzaniahttps://orcid.org/0009-0005-968-975Email: kassyananias@gmail.com Abstract: Despite increasing recognition of Indigenous Knowledge (IK) as a resource for culturally relevant and context-based science education, less is known about how Biology teachers in Tanzanian secondary schools perceive its integration into ecology teaching. This study explored Biology teachers’ perceptions toward integrating…