INTEGRATING INDIGENOUS KNOWLEDGE INTO THE PHILIPPINE HIGHER.pptx

ppt

1. INTEGRATING INDIGENOUS KNOWLEDGE INTO THE PHILIPPINE HIGHER CHEMISTRY EDUCATION Researchers: Escalona , Rea Panaligan , Sharmine Villa Juan, Viena Marie

2. Rationale The rationale for this research is grounded in the necessity to integrate Indigenous knowledge into chemistry education to create a culturally sensitive and comprehensive learning environment. By incorporating Indigenous perspectives, students can develop a deeper understanding of chemical principles within local contexts, including traditional practices and sustainable resource management. This integration not only recognizes the valuable contributions of Indigenous communities to scientific knowledge but also promotes respect for diverse ways of knowing and learning. By examining student motivations and concerns regarding the incorporation of Indigenous knowledge and sustainability issues in chemistry education, this study aims to enhance student engagement, critical thinking, and a sense of responsibility towards addressing global sustainability challenges. By bridging the gap between Western scientific paradigms and Indigenous knowledge systems, this research endeavors to facilitate intercultural learning, collaborative problem-solving, and a more inclusive approach to chemistry education that empowers students to drive positive change towards a sustainable future.

3. Theoretical Framework Two-eyed seeing by Marshall Culturally Sustaining pedagogy, developed by Django Paris and H. Samy Alim Cultural Representation Theory proposed by Dr. Gloria Ladson- Bilings

4. Research Objectives This study aims to: Investigate students' perspective in integrating Indigenous knowledge into the Philippine higher chemistry education. Examine students’ perspectives for IS and Western Science to work together to work together and solve sustainability issues and promote intercultural learning. Investigate the impact of integrating Indigenous Science (IS) into chemistry education on students' engagement and learning outcomes, specifically examining how IS motivates learners to connect chemistry concepts with real-life contexts, including sustainability concerns.

5. Statement of the problem How do students interest, motivations, and perceptions of relevance influence their acceptance and engagement with the integration of indigenous knowledge into the chemistry education curriculum, both in terms of their personal learning objectives and within the broader framework of the chemistry curriculum? What are the perspectives of students regarding the potential collaboration between Indigenous Science (IS) and Western Science in addressing sustainability issues, and how can this collaboration contribute in promoting intercultural learning among students within the context of science education? What is the impact of integrating Indigenous Science (IS) into chemistry education on students' levels of engagement and learning outcomes, particularly in terms of their ability to apply chemistry concepts to real-life contexts, including sustainability concerns, and how does IS serve as a motivational factor in this process?

6. Methodology 3.1 Research Design Mixed method approach 3.2 Target Population - third-year students who are enrolled in Bachelor of Secondary Education major in Science during the second semester at City College of Calapan . 3.3 Research Instrument self-made survey questionnaire 3.4 Data Gathering Procedure and Analysis Purposive sampling Likert scale questions

7. 1. I am interested in integrating IS in chemistry because it concerned about sustainable chemistry and environmental conservation. 2. I am curious about the IS because it can also offer local wisdom and intercultural learning. 3. Integrating IS is relevant to the chemistry curriculum. 4. IS is important because it can provide a solution to solve global issues 5. I personally think that chemistry learning should only focus on the fundamental concept and omit the sustainability issue. 6. IS motivates me to learn the concept of chemistry in the daily context. 7. I think that integrating IS in chemistry education would make me aware that a decision of sustainability should also concern multiple perspectives. 8. I believe that integrating IS in chemistry education is necessary to realize sustainable science. 9. I think IS is not relevant to me. 10. Sustainability issues on the local context should be part of the chemistry curriculum. FINDINGS Strongly disagree disagree neutral agree Strongly agree

8. DISCUSSION AND CONCLUSION The study presented in this paper shows that chemistry learning can be enriched by encouraging higher levels of student interest and increasing the personal perception of a topic's relevance. This can be done by (a) facilitating student learning with the help of authentic and controversial sustainability issues, (b) providing multiple perspectives on science, and (c) integrating locally relevant cultural aspects into the discussion on sustainable development. Our findings show that the participants gave significantly positive responses to the topic of pesticide use. They considered it to be both interesting and relevant to their personal learning experience. These findings suggest that giving students more frequent opportunities to discuss sustainability issues from a broader, societally-embedded perspective is a good thing. This can also be connected to IS, which includes environmental ethics, cultural values, and the knowledge of indigenous communities.