Indigenous Knowledge in Science Classroom Practices

An Explorative Study

要旨

Indigenous knowledge systems give a unique environmental perspective and can benefit science education by promoting cultural understanding, sustainability, and holistic learning. This study assessed Indigenous Knowledge's practices (IK) in the science classroom, IK of the community regarding science education and the possibility of IK connecting to the science curriculum. In qualitative interviews, FGDs of participants were recorded as the data. Teachers, community members and students are valued. The study also found that limited teacher training, resources, and culturally relevant pedagogy hinder Indigenous knowledge gaining in science classes. The research also showed that educators, Indigenous communities, and curriculum makers must collaborate to include Indigenous knowledge. Classroom practices of science education practices encourage indigenous knowledge through exploration. Science classes that acknowledge Indigenous viewpoints and integrate various knowledge systems are emphasized. This study advises educators, policymakers, and curriculum authors to use Indigenous knowledge to improve cultural diversity, science education, and student equity..