<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Indigenous knowledge has been contrasted and compared with scientific knowledge as traditional versus modern. This becomes the main problem for the native learners who feel separated from their environment. They face the challenge of existing in a couple of worlds indigenous and non-indigenous. The research presents the theoretical viewpoints of science education and indigenous knowledge to provide a new perspective on science learning. Data are gathered through the original document analysis of indigenous communities of Javanese people and science syllabi. The results of the study propose four steps to integrate indigenous knowledge in the science curricula: fragmented, connected, sequenced, and integrated. This study indicates that indigenous knowledge incorporated in the science curricula includes attitude, knowledge, and skill aspects. It establishes a significant connection between what pupils encounter in the school and their lives beyond the school for the cultural sustainability. Elaborating indigenous knowledge in the science classroom is potential for building meaningful learning and connecting the gap of science education pathways that a student obtains in schools and community.</p></abstract>

Indigenous knowledge has been contrasted and compared with scientific knowledge as traditional versus modern. This becomes the main problem for the native learners who feel separated from their environment. They face the challenge of existing in a couple of worlds indigenous and non-indigenous. The research presents the theoretical viewpoints of science education and indigenous knowledge to provide a new perspective on science learning. Data are gathered through the original document analysis of indigenous communities of Javanese people and science syllabi. The results of the study propose four steps to integrate indigenous knowledge in the science curricula: fragmented, connected, sequenced, and integrated. This study indicates that indigenous knowledge incorporated in the science curricula includes attitude, knowledge, and skill aspects. It establishes a significant connection between what pupils encounter in the school and their lives beyond the school for the cultural sustainability. Elaborating indigenous knowledge in the science classroom is potential for building meaningful learning and connecting the gap of science education pathways that a student obtains in schools and community.

Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Indigenous knowledge has been contrasted and compared with scientific knowledge as traditional versus modern. This becomes the main problem for the native...

Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

Publié en ligne: 15 févr. 2019

Pages: 74 - 88

DOI: https://doi.org/10.2478/jtes-2018-0016

Mots clés
indigenous knowledge, science curricula, cultural sustainability

© 2018 Rif’ati Dina Handayani et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

Publié en ligne: 15 févr. 2019

Pages: 74 - 88

DOI: https://doi.org/10.2478/jtes-2018-0016

Mots clésindigenous knowledge, science curricula, cultural sustainability

© 2018 Rif’ati Dina Handayani et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
indigenous knowledge, science curricula, cultural sustainability