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Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts

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Title: Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts
Language: English
Authors: Rahmat Rasmawan, Sri Haryani, Endang Susilaningsih, Langlang Handayani
Source: Journal of Teaching and Learning. 2025 19(5):206-225.
Availability: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Indigenous Knowledge, Science Education, Educational Strategies, Models, Integrated Curriculum, Student Projects, Active Learning, Discussion, Technology Uses in Education, Field Studies, Cultural Awareness, Thinking Skills, Mastery Learning, Student Motivation, Learner Engagement, Scientific Principles, Partnerships in Education, Learning Modules, Faculty Development
ISSN: 1492-1154
1911-8279
Abstract: Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students' daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490562
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2025 19(5):206-225.
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  Data: Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL
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  Data: 20
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion%22">Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Studies%22">Field Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Principles%22">Scientific Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 1492-1154<br />1911-8279
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  Data: Integrating Indigenous knowledge (IK) has received significant attention in the context of achieving science learning that is relevant, contextual, and connected to students' daily lives. This study aims to systematically review empirical research that documents the integration of IK programs in science learning. From 227 literature sources, 43 were selected for analysis. The findings indicate that developmental research predominates the methodology employed, with experimental and qualitative descriptive research following. The implementation of integrated-science learning programs falls into several categories, including project-based learning, discussions, technological applications, field research, local knowledge integration, cultural practices, and reflective exercises. The positive outcomes of this process encompass enhanced appreciation of nature and biodiversity, cultural awareness, improved thinking skills, better subject content mastery, increased motivation, higher learning engagement, a more comprehensive understanding of the nature of science (NOS), and greater appreciation of scientific principles. Key recommendations include fostering collaboration with Indigenous communities, creating comprehensive learning modules, and providing continuous professional development for teachers.
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  Data: 2025
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  Data: EJ1490562
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 206
    Subjects:
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Discussion
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Field Studies
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Mastery Learning
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      – SubjectFull: Student Motivation
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Scientific Principles
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Learning Modules
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      – SubjectFull: Faculty Development
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    Titles:
      – TitleFull: Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts
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            NameFull: Rahmat Rasmawan
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            NameFull: Sri Haryani
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            NameFull: Endang Susilaningsih
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            NameFull: Langlang Handayani
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              Type: published
              Y: 2025
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