The influence of indigenous knowledge on chemistry metacognition

Background: Chemistry is viewed as a difficult and challenging subject by many learners teachers which leads to poor academic performance in the subject. The majority of pre-service science Zimbabwean teachers’ colleges also find Chemistry be focus this study was simplify contextualize teaching learning concepts for life-long survival problem-solving skills through exploring influence indigenous knowledge on metacognition. Methods: An embedded mixed methods case underpinned social constructivist theory, used collect analyse data. Twenty-nine respondents were purposively sampled. Their metacognition awareness determined group interviews are triangulated with paper pen test. possessed collected using interviews, then intervention stage Results: The findings suggest that influences chemistry positive way. Conclusions: Further research required relationship between metacognition. It recommended educators should capacitated identifying applying relevant metacognition.