Elaborating Indigenous Science in the Science Curriculum

Abstract

Local wisdom is marginalized since it is not considered to be in accordance with the demands of Western science. It may be seen to be at odds and limits of scientific knowledge. . This becomes the main problem for indigenous students, who feel alienated from their environment. They confront the challenge of existing in two worlds, the indigenous and the non-indigenous one. This paper combines the theoretical viewpoints of science education and indigenous science to provide a new perspective on science learning. Data were gathered through original document analysis of Java communities, natural science syllabi, and lesson plans. The results of the study indicated that indigenous knowledge in the Javanese community fulfilled competence in science learning that includes attitudinal aspects, knowledge aspects, and skill aspects. It builds an effective connection between what students encounter in the school and their lives beyond the school. Elaborating indigenous knowledge in the science classroom has the potential for establishing meaningful learning and linking the gap of science education pathways that students gain in schools with knowledge of science in society.