Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development

Abstract

Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students’ perception of the relevance of science learning. It can also promote education for sustainable development.

Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification

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“…Primary school education is exactly the right time to boost children's development of responsible behaviors towards protection of the environment [19]. However, there are several barriers to overcome in order for students to internalize the concepts of sustainability, such as the lack of awareness or finance for supporting sustainable actions [20,21].…”

Perceptions and Revitalization of Local Ecological Knowledge in Four Schools in Yasin Valley, North Pakistan

“…They suggested in workshop discussions that there should be a course on local biodiversity, to gain practical experience and relate scientific knowledge to LEK. Zidny et al (2021) stated that indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognize the value of promoting sustainability. Screening of the existing curriculum materials indicated that food and environmental education does not complement LEK on local biodiversity.…”

Integrating Local Wisdom-Based Learning To Preparing The Pancasila Students’ Profile, Yes or No?

“…Table 1 shows that there has been a lot of exploration of local wisdom. This is of course implemented in the world of education by having excellent validity, reliability, and practicality (Effendi, 2019;Suardi & Syarifuddin, 2018;Sumardi & Wahyudiati, 2021;Sundari et al, 2021;Szymkowiak et al, 2021;Widyaningrum, 2018;Zidny et al, 2021).…”