546 SELF-DIRECTED LEARNING: LESSONS FROM INDIGENOUS KNOWLEDGE HOLDERS FOR SCHOOL SCIENCE EDUCATION Josef de Beer North-West University South Africa Josef.debeer@nwu.ac.za Elsa Mentz North-West University South Africa Elsa.Mentz@nwu.ac.za ABSTRACT– In this paper we argue that the holders of indigenous knowledge were and are self- directed learners. The authors will discuss the construct of the Ethnobotanical Knowledge Index (EKI) and how this statistical construct suggests that indigenous knowledge holders’ self-directedness could be traced back to survival needs (and solving problems in authentic contexts). One of the theoretical contributions of this paper is our unconventional use of third-generation cultural-historical activity theory (CHAT), namely using a process (self-directed learning) and a system (indigenous knowledge systems) as the ‘subject’ in two activity systems (in contrast to the conventional way, namely human subjects), that are juxtaposed by the authors to determine whether self-directed learning and indigenous knowledge systems share common ground. We then use CHAT also in the conventional way, focusing on the school learner as the subject, to determine which lessons indigenous knowledge systems hold for the science classroom, which is often characterised by teacher-centred transmission mode teaching and learning, and in general very little self-directed learning. In an era where school science education is often not promoting self-directed learning due to the decontextualized nature of it, this research provides insights that could assist in preparing learners better for the 21 st Century. Keywords: Indigenous knowledge; holders of IK; science education; self-directed learning; cultural- historical activity theory. 1. INTRODUCTION Education in South African science classrooms is unfortunately mostly characterized by transmission- mode teaching (De Beer & Ramnarain, 2012). Although the Curriculum and Assessment Policy Statement (CAPS) requires problem-based (inquiry) learning, this often does not happen because of the examination-driven education that characterizes many school classrooms. Despite many advocates for cooperative learning and problem-based learning, ‘chalk-and-talk’ approaches with the focus on memorization and reproduction of knowledge continues to plague our education. This prompts us to question whether our school system effectively prepares young people for the demands and challenges that they will experience in the 21 st Century workplace where they constantly need to acquire new skills and knowledge. Many learners will one day take up careers that do not exist today, and this necessitates that they are lifelong- and self-directed learners. The purpose of this paper is to focus on the lessons that the holders of indigenous knowledge holds for science education in South Africa. We do it by using a tripartite approach: we firstly utilize examples from indigenous knowledge practice, which we then measure against the criteria for self-directed learning. Secondly, we use Cultural-Historical Activity Theory (CHAT) (Engeström, 1987) in a rather unusual way to compare self-directed learning as a process, to the nature of indigenous knowledge systems (Rogoff, 1990). Thirdly we then use CHAT in the conventional way, by comparing two activity systems where children are involved in: on the one hand, informal learning within an informal cultural context (indigenous knowledge), and secondly formal learning in the school classroom (the Curriculum and Assessment Policy Statement) (Department of Basic Education). We then compare these activity systems, to see what lessons could be learnt from the holders of indigenous knowledge.