Integrating Indigenous Knowledge in the Philippine Elementary Science Curriculum

Autor/in	Pawilen, Greg Tabios
Titel	Integrating Indigenous Knowledge in the Philippine Elementary Science Curriculum
Quelle	In: International Journal of Curriculum and Instruction, 13 (2021) 2, S.1148-1160 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Indigenous Knowledge; Foreign Countries; Elementary School Curriculum; Science Curriculum; Elementary Secondary Education; Curriculum Enrichment; Philippines + Suchen Sie Ihr Suchwort? Ausland; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Philippinen
Abstract	This paper introduces the idea of integrating indigenous knowledge (IK) in the elementary level of the K-12 Science Curriculum. The study identifies indigenous knowledge that is practiced by the people and presents instructional strategies that could be used to integrate indigenous knowledge in the science curriculum. These strategies are based on the peoples' experiences of effectively teaching indigenous knowledge to young children in their families and local communities. The results of the study could help make the elementary science curriculum more appropriate and responsive to the needs of learners in various local communities. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01