Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

Acton, R., Salter, P., Lenoy, M., & Stevenson, R. (2017). Conversations on cultural sustainability: Stimuli for embedding indigenous knowledges and ways of being into curriculum. Higher Education Research & Development, 36(7), 1311–1325. https://doi.org/10.1080/07294360.2017.132585210.1080/07294360.2017.1325852Open DOISearch in Google Scholar

Ahimsa, H. S. (2012). Baik dan buruk dalam budaya Jawa: sketsa tafsir nilai-nilai budaya Jawa. [Good and bad in Javanese culture: Sketches of Javanese cultural values]. Petrawidya, 13(3).Search in Google Scholar

Aikenhead, G. S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press. Retrieved from https://www.tcpress.com/science-education-for-everyday-life-9780807746349Search in Google Scholar

Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539–620. https://doi.org/10.1007/s11422-007-9067-810.1007/s11422-007-9067-8Open DOISearch in Google Scholar

Alessa, L., Kliskey, A., Gamble, J., Fidel, M., Beaujean, G., & Gosz, J. (2016). The role of Indigenous science and local knowledge in integrated observing systems: moving toward adaptive capacity indices and early warning systems. Sustainability Science, 11(1), 91–102. https://doi.org/10.1007/s11625-015-0295-710.1007/s11625-015-0295-7Open DOISearch in Google Scholar

Axelsson, R., Angelstam, P., Degerman, E., Teitelbaum, S., Andersson, K., Elbakidze, M., & Drotz, M. K. (2013). Social and cultural sustainability: Criteria, indicators, verifier variables for measurement and maps for visualization to support planning. AMBIO, 42(2), 215–228. https://doi.org/10.1007/s13280-012-0376-010.1007/s13280-012-0376-0Open DOISearch in Google Scholar

Baquete, A. M., Grayson, D., & Mutimucuio, I. V. (2016). An exploration of Indigenous knowledge related to physics concepts held by senior citizens in Chókwé, Mozambique. International Journal of Science Education, 38(1), 1–16. https://doi.org/10.1080/09500693.2015.111513710.1080/09500693.2015.1115137Open DOISearch in Google Scholar

Battiste, M. (2002). Indigenous knowledge and pedagogy in first nations education a literature review with recommendations. Ottawa. Retrieved from https://www.afn.ca/uploads/files/education/24._2002_oct_marie_battiste_indigenousknowledgeandpedagogy_lit_review_for_min_working_group.pdfSearch in Google Scholar

Burns, H. L. (2015). Transformative sustainability pedagogy: Learning from ecological systems and indigenous wisdom. http://dx.doi.org/10.1177/1541344615584683. https://doi.org/10.1177/154134461558468310.1177/1541344615584683.https://doi.org/10.1177/1541344615584683Open DOISearch in Google Scholar

Cajete, G. (2000). Native science: Natural laws of interdependence. New Mexico: Clear Rif’ati Dina Handayani, Insih Wilujeng, and Zuhdan K Prasetyo Light Publishers.Search in Google Scholar

Chandra, D. V. (2014). Re-examining the importance of indigenous perspectives in the Western environmental education for sustainability: “From tribal to mainstream education.” Journal of Teacher Education for Sustainability, 16(1), 117–127. https://doi.org/10.2478/jtes-2014-000710.2478/jtes-2014-0007Open DOISearch in Google Scholar

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Educational Research, 4. https://doi.org/10.1017/CBO9781107415324.00410.1017/CBO9781107415324.004Open DOISearch in Google Scholar

Cronje, A., de Beer, J., & Ankiewicz, P. (2015). The development and use of an instrument to investigate science teachers’ views on indigenous knowledge. African Journal of Research in Mathematics, Science and Technology Education, 19(3), 319–332. https://doi.org/10.1080/10288457.2015.110856710.1080/10288457.2015.1108567Open DOISearch in Google Scholar

De Beer, J., & Whitlock, E. (2009). Indigenous knowledge in the life sciences classroom: Put on your de Bono hats! The American Biology Teacher, 71(4), 209–216. https://doi.org/10.1662/005.071.040710.1662/005.071.0407Open DOISearch in Google Scholar

Endraswara, S. (2006). Falsafah Hidup Jawa. [The philosophy of Javanese]. Tangerang: Cakrawala.Search in Google Scholar

Fedosejeva, J., Boče, A., Romanova, M., Iliško, D., & Ivanova, O. (2018). Education for sustainable development: The choice of pedagogical approaches and methods for the implementation of pedagogical tasks in the anthropocene age. Journal of Teacher Education for Sustainability, 20(1), 157–179. https://doi.org/10.2478/jtes-2018-001010.2478/jtes-2018-0010Open DOISearch in Google Scholar

Finlayson, M. (2015). Cultural sustainability of African Canadian heritage: Engaging students in learning, the past, the present and the future. Improving Schools, 18(2), 142–156. https://doi.org/10.1177/136548021557535010.1177/1365480215575350Open DOISearch in Google Scholar

Fogarty, R. (1991). How to integrate the curricula (Palatine). IRI/Skylight Publishing, Inc.Search in Google Scholar

Glasson, G. E., Mhango, N., Phiri, A., & Lanier, M. (2010). Sustainability science education in Africa: Negotiating indigenous ways of living with nature in the third space. International Journal of Science Education, 32(1), 125–141. https://doi.org/10.1080/0950069090298126910.1080/09500690902981269Open DOISearch in Google Scholar

Guest, M. (2002). A critical “checkbook” for culture teaching and learning. ELT Journal, 56(2), 154–161. https://doi.org/10.1093/elt/56.2.15410.1093/elt/56.2.154Open DOISearch in Google Scholar

Hart, M. A. (2010). Indigenous worldviews, knowledge, and research: The development of an indigenous research paradigm. Journal of Indigenous Voices in Social Work, 1(1), 2151–349. Retrieved from http://www.hawaii.edu/sswork/jivswSearch in Google Scholar

Herusatoto, B. (2012). Mitologi Jawa. [The Javanese mythology]. Depok: Oncor SemestaI lmu.Search in Google Scholar

Hewson, M. G., & Ogunniyi, M. B. (2011). Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: Opportunities and challenges. Cultural Studies of Science Education, 6(3), 679–692. https://doi.org/10.1007/s11422-010-9303-510.1007/s11422-010-9303-5Open DOISearch in Google Scholar

Howe, A. C. (2002). Engaging children in science (3rd ed.). New Jersey: Prentice Hall.Search in Google Scholar

Jacob, W. J., Cheng, S. Y., & Porter, M. K. (2015). Global review of indigenous education: Issues of identity, culture, and language. In W. J. Jacob, S. Y. Cheng, & M. K. Porter (Eds.), Indigenous Education (pp. 1–35). Springer Netherlands.10.1007/978-94-017-9355-1_1Search in Google Scholar

Kasanda, C., Lubben, F., Gaoseb, N., Kandjeo Marenga, U., Kapenda, H., & Campbell, B. (2005). The role of everyday contexts in learner centred teaching: The practice in Namibian secondary schools. International Journal of Science Education, 27(15), 1805–1823. https://doi.org/10.1080/0950069050027785410.1080/09500690500277854Open DOISearch in Google Scholar

Krupnik, I., & Ray, G. C. (2007). Pacific walruses, indigenous hunters, and climate change: Bridging scientific and indigenous knowledge. Deep Sea Research Part II: Topical Studies in Oceanography, 54(23–26), 2946–2957. https://doi.org/10.1016/J.DSR2.2007.08.01110.1016/J.DSR2.2007.08.011Open DOISearch in Google Scholar

Lawson, A. E. (1995). Science teaching and the development of thinking. California: Wadsworth Publishing Co Inc.Search in Google Scholar

Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437–447. https://doi.org/10.1111/ejed.1223810.1111/ejed.12238Open DOISearch in Google Scholar

McInnes, B. D. (2017). Preparing teachers as allies in indigenous education: Benefits of an American Indian content and pedagogy course. Teaching Education, 28(2), 145–161. https://doi.org/10.1080/10476210.2016.122483110.1080/10476210.2016.1224831Open DOISearch in Google Scholar

McKinley, E., & Stewart, G. (2012). Out of place: Indigenous knowledge in the science curriculum. In Second International Handbook of Science Education, 24. https://doi.org/10.1007/978-1-4020-9041-710.1007/978-1-4020-9041-7Open DOISearch in Google Scholar

Meyer, X., & Crawford, B. A. (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-011-9318-610.1007/s11422-011-9318-6Open DOISearch in Google Scholar

Moyo, P. V., & Kizito, R. (2014). Prospects and challenges of using the argumentation instructional method to indigenise school science teaching. African Journal of Research in Mathematics, Science and Technology Education, 18(2), 113–124. https://doi.org/10.1080/10288457.2014.91283110.1080/10288457.2014.912831Open DOISearch in Google Scholar

Ng’asike, J. T. (2011). Turkana children’s rights to education and indigenous knowledge in science teaching in Kenya. New Zealand Journal of Teachers’ Work, 8(1), 55–67. Retrieved from http://ir-library.ku.ac.ke/handle/123456789/9530Search in Google Scholar

Ogunniyi, M. B. (2011). The context of training teachers to implement a socially relevant science education in Africa. African Journal of Research in Mathematics, Science and Technology Education, 15(1), 98–121. Retrieved from https://journals.co.za/content/saarmste/15/1/EJC9275810.1080/10288457.2011.10740721Search in Google Scholar

Onwu, G., & Mosimege, M. (2004). Indigenous knowledge systems and science and technology education: A dialogue. African Journal of Research in Mathematics, Science and Technology Education, 8(1), 1–12. https://doi.org/10.1080/10288457.2004.1074055610.1080/10288457.2004.10740556Open DOISearch in Google Scholar

Porsanger, J. (2004). An essay about indigenous methodology. Nordlit, 8(1), 105–120. Retrieved from http://septentrio.uit.no/index.php/nordlit/article/view/191010.7557/13.1910Search in Google Scholar

Regmi, J., & Fleming, M. (2012). Indigenous knowledge and science in a globalized age. Cultural Studies of Science Education, 7(2), 479–484. https://doi.org/10.1007/s11422-012-9389-z10.1007/s11422-012-9389-zOpen DOISearch in Google Scholar

Retnowati, A., Anantasari, E., Marfai, M. A., & Dittmann, A. (2014). Environmental ethics in local knowledge responding to climate change: An understanding ofseasonal traditional calendar Pranoto Mongso and its phenology in Karst area of Gunung Kidul, Yogyakarta, Indonesia. Procedia Environmental Sciences, 20, 785–794. https://doi.org/10.1016/j.proenv.2014.03.09510.1016/j.proenv.2014.03.095Open DOISearch in Google Scholar

Salīte, I., Drelinga, E., Iliško, D., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18(2), 135–152. https://doi.org/10.1515/jtes-2016-002010.1515/jtes-2016-0020Open DOISearch in Google Scholar

Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. https://doi.org/10.1002/sce.1013010.1002/sce.10130Open DOISearch in Google Scholar

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.2307/117586010.2307/1175860Open DOISearch in Google Scholar

Snively, G., & Corsiglia, J. (2000). Discovering indigenous science: Implications for science education. Science Education, 85(1), 6–34. https://doi.org/10.1002/1098-237X(200101)85:1<6::AID-SCE3>3.0.CO;2-R10.1002/1098-237X(200101)85:1<6::AID-SCE3>3.0.CO;2-RSearch in Google Scholar

Stephens, S. (2000). Handbook for culturally responsive science curriculum. Fairbanks, Alaska: Alaska Native Knowledge NetworkSearch in Google Scholar

Sterenberg, G. (2013). Considering indigenous knowledges and mathematics curriculum. Canadian Journal of Science, Mathematics and Technology Education, 13(1), 18–32. https://doi.org/10.1080/14926156.2013.75832510.1080/14926156.2013.758325Open DOISearch in Google Scholar

Throsby, D., & Petetskaya, E. (2016). Sustainability concepts in indigenous and non-indigenous cultures. International Journal of Cultural Property, 23(02), 119–140. https://doi.org/10.1017/S094073911600008410.1017/S0940739116000084Open DOISearch in Google Scholar

UNESCO. (2003). Cultural landscapes: The challenges of conservation. Paris. Retrieved from http://whc.unesco.org/venice2002Search in Google Scholar

UNESCO. (2009). Investing in cultural diversity and intercultural dialogue executive summary UNESCO world report. Paris. Retrieved from http://unesdoc.unesco.org/images/0018/001847/184755e.pdfSearch in Google Scholar

United Nations. (1987). Report of the world commission on environment and development: Our common future. Oslo. Retrieved from http://www.un-documents.net/our-common-future.pdfSearch in Google Scholar

Van den Branden, K. (2012). Sustainable education: Basic principles and strategic recommendations. School Effectiveness and School Improvement, 23(3), 285–304. https://doi.org/10.1080/09243453.2012.67886510.1080/09243453.2012.678865Open DOISearch in Google Scholar

Zinyeka, G. (2013). Onwu and Mosimege on “Indigenous knowledge systems and science and technology education: A dialogue” some remaining issues. Greener Journal of Educational Research, 3(9), 432–437.Search in Google Scholar

Zinyeka, G., Onwu, G. O. M., & Braun, M. (2016). A truth-based epistemological framework for supporting teachers in integrating indigenous knowledge into science teaching. African Journal of Research in Mathematics, Science and Technology Education, 20(3), 256–266. https://doi.org/10.1080/18117295.2016.123996310.1080/18117295.2016.1239963Open DOISearch in Google Scholar