Engaging students in the learning process empowers them to take active ownership of their education. Incorporating indigenous knowledge activities relevant to their environment makes learning tangible and relevant. This study aimed to help first-year senior high school (Grade 10) students construct knowledge and enhance their understanding of distillation by involving them in local gin production processes. Conducted in a senior high school in the Agona West District of Ghana, the study included an experimental and control group made up of 45 students each. Engagement activities included a field visit to a local gin production site. Data was collected through tests, questionnaires, and observations. The findings indicated that the experimental group was more engaged and had a better understanding of the chemistry concepts related to distillation. The study recommends that science educators connect classroom concepts to real-life practices to enhance student engagement, facilitate the acquisition of scientific knowledge, and improve understanding.

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Keywords: Local gin production, Indigenous knowledge, Science concept, Distillation, Students’ engagement, Knowledge construction