Prospect of Integrating Indigenous Knowledge in the Teacher Learning Community

Autor/inn/en	Triyanto; Handayani, Rif'ati Dina
Titel	Prospect of Integrating Indigenous Knowledge in the Teacher Learning Community
Quelle	In: Diaspora, Indigenous, and Minority Education, 14 (2020) 3, S.133-145 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Handayani, Rif'ati Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2020.1724943
Schlagwörter	Indigenous Knowledge; Science Instruction; Communities of Practice; Secondary School Teachers; Foreign Countries; Cultural Awareness; Teaching Methods; Cooperative Planning; Student Evaluation; Lesson Plans; Course Content; Interests; Cultural Influences; Indonesia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Ausland; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Lesson planning; Unterrichtsplanung; Kursprogramm; Bildungsinteresse; Cultural influence; Kultureinfluss; Indonesien
Abstract	Integrating indigenous knowledge in the science classroom is one approach of maximizing the sociocultural relevance of education. The purpose of this study is to describe the possibility of integrating indigenous knowledge and school sciences through a Teacher Learning Community (TLC) at the secondary school. Data were collected through teaching and learning documents, interviews, and observations of a secondary teacher working group of natural science subjects in the Special Region of Yogyakarta Province in Indonesia. This research finding proposes eight steps to integrate indigenous science within the TLC: collecting and identifying what constitutes indigenous science, selecting natives' science issues of interest, analyzing and connecting the topics to school science, implementing the lessons, reflecting on the consequences of each knowledge, evaluating the lesson process, expanding possibilities for further discovery, and sharing outcomes. The eight steps are sequential and repetitive in the cycle. The indigenous integration knowledge through the TLC is expected to link indigenous knowledge and school science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01