Indigenous Knowledge Systems and Practices (IKSP) in the teaching of science

Abstract

Indigenous Knowledge Systems and Practices (IKSP) are local knowledge developed over centuries of experimentation and are passed orally from generations to generation. It was found to be an important catalyst to sustainable development due to their direct connection to resource management and conservation. However, these knowledge, systems and practices are at escalating rate of deterioration due to consistent assimilation that resulted from the continuing loss of interest of these practices from young people. Thus, empirical evidence to showcase importance to environmental protection and cultural preservation are encouraged. Likewise, studies connecting these indigenous knowledge and practices to academic curriculum are highly regarded to be influential in their preservation. Moreover, this paper seeks to find out the relevance of indigenous knowledge systems and practices in the teaching of science among secondary public science teachers in Baguio City. This study aims to investigate the Indigenous Knowledge Systems and Practices (IKSP) used in the teaching of science among secondary public science teachers in Baguio City and to determine their extent of effectiveness in achieving the objectives of the subjects and the problems that they encounter from using it. Specifically, it sought to answer the following questions: 1. What Indigenous Knowledge Systems and Practices (IKSP)are used by teachers in the teaching of the following science subjects: a. Integrated Science; b. Integrated Biology; c. Chemistry; and d. Physics? 2. What is the extent of effectiveness of the Indigenous Knowledge Systems and Practices (IKSP)in the teaching of the following science subjects: a. Integrated Science; b. Integrated Biology; c. Chemistry; and d. Physics? Hypothesis: There is a significant difference in the extent of effectiveness of the Indigenous Knowledge Systems and Practices (IKSP) in the aforementioned subjects. 3. What are the problems encountered by the teachers in the use of Indigenous Knowledge Systems and Practices (IKSP) in the teaching of Science? This study adopted the descriptive survey method of research in determining the IKSP used and the extent of effectiveness as well as the problems encountered by teachers while incorporating it in the teaching of science subjects. Seventy one(71)science teachers were respondents in the study. These respondents were asked to identify which among the list of IKSP identified from the questionnaire are incorporated during science discussions. Mean was used to represent the extent of effectiveness of these IKSP in teaching science subjects, while frequency and percentage were used to present the dominant IKSP used as well the problems encountered in incorporating these IKSP in teaching science subjects. One - way analysis of variance was used to determine the statistical difference of the effectiveness of the IKSP in teaching the subjects. The Scheffe's test was used to further investigate the difference between the means. Data were analyzed using the Statistical Package for Social Studies for accuracy and precision of results. Statistical values were tested at0.05 level of significance. The following are the findings of the research: 1. The top three ranked IKSP used by teachers in Integrated Science are traditional ways of measuring; the use of herbal, botanical plants and insects as medicine; knowing and preparing native wines / beverages as well as indigenous health practices. On the other hand, Integrated Biology teachers make use of IKSP that concerns the naming and characterization of trees, shrubs and other plants found on land even the use of herbal, botanical plants and insects as medicine as well as maternal and childcare; making of indigenous or native recipes and knowing and preparing native wines or beverages; and naming and characterization of birds and other animals found on air and in land. In Chemistry, the top three ranked IKSP used are knowing and preparing native wines or beverages; traditional measuring and making of indigenous or native recipes as well as uses of herbal, botanical plants and insects for medicine. Lastly, in Physics, the top three ranked IKSP used are traditional ways of measuring, musical instruments from natural resources, and indigenous people practices on their communal forests. 2. The IKSP identified were found to be effective in teaching the different Science subjects. However, the results show that IKSP were more effective in teaching Integrated Biology and Integrated Science than Chemistry and Physics. 3. The top two ranked identified problems in incorporating IKSP in science subjects are limited books, Internet and other possible sources of IKSP as well as the lack of sufficient evidences, visual aids and other resources during discussions. Based on the findings, the following conclusions are drawn: 1. Secondary science teachers use several concepts on Indigenous Knowledge Systems and Practices (IKSP) to elaborate, explain and help connect the students understanding to the local and traditional knowledge that is present in their surroundings. Moreover, comprehension on the similarities and connections of indigenous knowledge to modern science is determined by both parties to further explain the concepts discussed in the classroom. 2. The IKSP identified differ in its effectiveness when incorporated in the teaching of different science subjects. Several IKSP were found to be appropriate and highly effective as well as effective in specific subjects and moderately effective on other subjects. This then states that not all IKSPs can be used in one, two or all of the science subject topics as examples. 3. The system of the Department of Education greatly influences the teachers. Wherein, teachers prefer to hold on and base their teachings to what the authority places on the table (memorandums and order), impeding the willingness to grow and preserve their indigenous knowledge. With this, it is passed on to the younger generation producing students who are at the same time becoming gatekeepers. Based on the collected findings and constructed conclusions, the following recommendations are drawn: 1. Teachers should continue and add more Indigenous Knowledge Systems and Practices (IKSP) during science discussions making sure that the concepts of the IKSP being used to relate to the topic are appropriate while taking into consideration the different methods and strategies. Explaining the relevance of the IKSP examples to the students will further boost their interest to the subject and to indigenous knowledge. 2. Public secondary science teachers should have a solid understanding of IKSP, being able to explain, expound and deliver it effectively to the students. Requiring further readings, and personal experiences for teachers to undertake. 3. Educators should be more resourceful and responsible in a way that they have to make use of several interventions like interviewing Indigenous People (IP). For example, National Government Units such as National Commission for Indigenous Peoples (NCIP) can share their ideas on IKSPs 4.Other Recommendations a. Teachers should take into consideration the interest of their students in learning. They need to expose students in several areas to better explain to them the relationship of science topics discussed with that of the IKSP. These may include the use of pictures and motion pictures, and/or documentary experiences, lectures with activities, drawings, etc. This intervention can eliminate gatekeepers and promote better comprehension regarding science concepts; b. Schools and teachers should collect resources or make their own researches on the IKSP, which has been observed on the olden days to present from their provinces or community. These can be used during classroom discussions; c. Private and public School Heads in Baguio City with the support of the Schools Division Superintendent should encourage and convince their science teachers in the secondary level to incorporate IKSP in their subject syllabus. This should influence other schools in the region to continuously promote indigenous knowledge of the Filipino people; d. Seminars, trainings, symposiums and other gatherings should be inculcated to school programs and projects to improve the knowledge of students and teachers regarding IKSP; e. IKSP should be incorporated during science contests, projects and programs, whether in school, division, or regional level. This activity will enrich young minds; f. A manual inclusive of indigenization of material or products for all science subjects covered under K to 12, specifically from Grades 7 to 11 should be developed and pilot tested; g. An in-depth comparative research on methods and strategies used by science teachers before and after incorporating IKSP to the subject should be considered. This should also include the pre and post performance of students as influenced by IKSP.