Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.11, No.10, 2020 56 The Views of Students on the Integration of Indigenous Industrial Activities in the Teaching and Learning of Integrated Science Michael Ayayee Ghana Education Service, Accra-Ghana Richard Akwasi Frimpong Science Department, Agogo Presbyterian College of Education, Agogo-Ghana Charles Amoah Agyei Science Department, OLA College of Education, Cape Coast-Ghana Issahaku Shahadu Science Department, Gambaga College of Education, Tamale-Ghana Amevor Asiwome Kwadwo Science Department, Ada College of Education, Ada Foah-Ghana Abstract The main aim for this study is to investigate the views of students exposed to teaching science by integration of indigenous industrial activities in the teaching and learning of selected concepts of matter in the Greater Accra Region of Ghana. The study concentrated on the second year Junior High School students of Kaneshie Kingsway ‘2’ JHS of Kaneshie Kingsway Cluster of Schools in the Okaikoi South Metro of the Greater Accra Region of Ghana.The study employedposttest-only non-equivalent control group design of the quasi-experimental research design. The researcher employed the purposive sampling technique for this study, making up of 43 males and 47 females. The instruments used for collecting data for this research were test, questionnaire and semi- structured interview schedules. The findings from this research indicated that students have positive view about the usage of teaching science by integration of indigenous industrial activities in the teaching and learning of selected concepts of matter. Keywords: Indigenous Industrial Activities, Traditional Approach, Indigenous Knowledge, Enculturation. DOI: 10.7176/JEP/11-10-06 Publication date: April 30 th 2020 Introduction Every traditional society of the world possesses a form of science or technology which is employed in indigenous practices geared towards the satisfaction of basic needs. These informal practices may be useful even in the face of modern science and technological advancements (Ogunniyi, 1988; Samuel, 1996). Instead of rendering them obsolete in these societies, they can be refined and integrated in the knowledge and techniques of modern science. Because they constitute direct experiences with the immediate environment and with the natural world, they may be very useful to teachers and learners in enriching classroom science experiences and thereby facilitating teaching and learning. Formal and informal sciences interact with one another. In Nigeria, both are practised in different contexts and their linkage is advocated (Mejeha, 1992; Animola, 1992; Seweje, 2000). For this tobecome a reality in Nigerian, the National Policy on Education (NPE) of 1977 categorically introduced indigenous knowledge and technologies into the curriculum from such diverse fields as traditional arts and crafts, traditional cosmetics, traditional food systems and medicine, knowledge of the environment, and African civilization (Federal Republic of Nigeria, 2004). Although this perspective may seem retrogressive considering the present pace of global scientific and technological advancement, the motive is crucial in orientating learners to perceive science as action taking place daily in the environment. Children acquire indigenous concepts of the natural world from the communities in which they live. They also develop their own concepts and explanations about natural phenomena from the environment. Children’s conceptions and views of the natural world are products of socio-cultural influences as well as individual construction (Wertsch, 1991). Science education, which is seen to directly deal with the natural world, could play a major role in shaping children’s conceptions and world views. However, in the science classroom, children’s indigenous conceptions and world views may sometimes be incompatible with scientific knowledge and the scientific world view. Contemporary view holds that an African is operating in two worlds when it comes to the learning and practising of Western Science and Technology. Based on this view, it is apparently obvious that the curriculum materials drawn out to teach science and other science related subjects to African