The inclusion of indigenous knowledge in science and chemistry education to promote education for sustainable development (The case of indigenous knowledge of the Baduy community in Indonesia)

Abstract

This dissertation is a cumulative doctoral work. It consists of six main chapters outlining five journal articles and a book chapter that discuss a literature review and four studies. The dissertation studies focus on the inclusion of indigenous knowledge (IK) in science and chemistry education to promote education for sustainable development (ESD). The first chapter analyses the general literature background and research framework of the study. This chapter presents an analytical literature review discussed in "A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability" (Zidny et al., 2020). It encompasses the theoretical framework, didactic model, educational research framework, and the educational values of the inclusion of IK in science and chemistry education. The second chapter outlines the research background of the Indonesian science curriculum and the current state of implementation of ESD in Indonesia. The significance of indigenous communities for this study is also presented with a special focus on the Baduy community in the Banten province, Java Island, Indonesia. The profile of the Baduy community is discussed in the book chapter "Indigenous Knowledge as a Socio-Cultural Context of Science to Promote Transformative Education for Sustainable Development: Insights into a Case Study on The Baduy Community (Indonesia)” (Zidny & Eilks, 2018) The third chapter presents four major studies that are part of research-based development of didactic teaching-learning-designs on the inclusion of IK and perspectives into science and chemistry education. The first study in this chapter (section 3.1) attempts to map out and explore indigenous, science-related knowledge from the Baduy community. From the findings, an educational analysis was conducted to identify contexts and content for science learning as well as for integrating indigenous science (ISc) into socioscientific issues-based education. This study is part of the book chapter by Zidny and Eilks (2018) and a paper entitled "Exploring Indigenous Science to Identify Contents and Contexts for Science Learning to Promote Education for Sustainable Development" (Zidny et al., 2021). The second study in chapter 3 (section 3.2) focuses on implementing a first teaching intervention on the integration of IK and Western modern science (WMSc) in chemistry education. The teaching intervention adopted model 3 of the ESD-based pedagogical approaches suggested by Burmeister et al. (2012) focusing on the controversial sustainability issue of pesticides use. The lesson was implemented in two groups on different educational levels, encompassing upper secondary school and university chemistry student teachers. The lesson's main activities start from the controversial issues of pesticides use to encourage learners to think critically, express their arguments, and solve chemistry problems in classroom task activities. Feedback from the learners about the lesson and the learning design was collected. This study is described in "Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education" (Zidny & Eilks, 2020). The analysis and evaluation of the students’ activities is discussed in the third study in chapter 3 (section 3.3). This study attempted to explore the initial level of students’ arguments and their ability to link the context with chemistry concepts. Based on the findings, information from the analysis was used to evaluate and improve the learning design. This study is described in "A case study on students' application of chemical concepts and use of arguments in teaching on the sustainability-oriented chemistry issue of pesticides use under the inclusion of different scientific worldviews" (Zidny et al., 2021, under review a). The final study in chapter 3 (section 3.4) focuses on a second teaching intervention on the inclusion of ISc as a starting point to promote green and sustainable chemistry education. The teaching intervention adopted models 1 and 2 of ESD-based approaches suggested by Burmeister et al. (2012), namely adopting green chemistry lab practices and content. The lesson was implemented in an environmental chemistry course (elective course) with second-year undergraduate student teachers in Indonesia. This study is described in "Learning about phytochemical aspects of botanical pesticides adapted from ethnoscience as a contribution to green and sustainable chemistry education" (Zidny & Eilks, under review b) Chapter 5 summarizes all the studies in the research project and outlines the implication of the studies. In chapter 6, the published works of the thesis are presented