Integration of Indigenous Science Knowledge in Basic Science Curriculum in North West Nigerian Primary Schools

This study examined the integration of indigenous science knowledge within the Basic Science curriculum in primary schools across the North West geopolitical zone of Nigeria. Indigenous science knowledge, encompassing traditional ecological practices, ethno-botanical knowledge, and local astronomical understanding, represents a culturally grounded knowledge base that can bridge the divide between formal schooling and learners' everyday environments. A descriptive survey design was employed. The study covered primary schools across Kebbi, Zamfara, Sokoto, Kano, Katsina, Kaduna, and Jigawa States. A total of 200 Basic Science teachers were sampled using multistage sampling. A validated Indigenous Knowledge Integration Scale was used to gather data on current integration levels, perceived value, and barriers. Reliability was 0.79. Descriptive statistics and ANOVA were used for analysis. Findings showed low levels of curriculum integration, despite high teacher valuation of indigenous knowledge as motivationally relevant. The most significant barriers were absence of curriculum guidelines, lack of content validation frameworks, and concerns about scientific accuracy. Teachers from rural schools showed higher integration attempts than urban teachers. Recommendations included establishment of a regional indigenous science knowledge review committee, development of a supplementary curriculum guide, and documentation of contextually valid indigenous science concepts for classroom use. Keywords: indigenous science knowledge, Basic Science curriculum, primary schools, North West Nigeria, curriculum integration.