Survey of Science Teachers’ Awareness and Use of Indigenous Knowledge in Biology Instruction in Benue State

This study surveyed science teachers' awareness and use of indigenous knowledge in Biology instruction in secondary schools in Benue State, Nigeria. Indigenous knowledge systems offer contextually grounded entry points for learners, particularly in rural communities where formal scientific abstractions may seem disconnected from everyday experience. This research adopted a descriptive survey design and targeted Biology teachers in public secondary schools across the three senatorial zones of Benue State. A total of 160 Biology teachers were selected using proportionate stratified sampling. A validated questionnaire with a reliability index of 0.76 was used to gather data on teachers' awareness levels, frequency of use, and perceived barriers to integrating indigenous knowledge into instruction. Descriptive statistics, including frequency counts, percentages, and mean scores, were used in data analysis. Findings revealed that while a majority of teachers expressed awareness of indigenous ecological practices, very few systematically incorporated such knowledge into lesson delivery. Key barriers identified included inadequate curriculum guidance, lack of professional training, and concerns about scientific accuracy. The study recommended the development of a contextualised Biology curriculum supplement for Benue State that validates relevant indigenous knowledge, alongside structured professional development workshops for serving teachers. Keywords: indigenous knowledge, Biology instruction, Benue State, curriculum, science teachers.