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| Main Authors: | , |
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| Format: | Recurso digital |
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| Udgivet: |
Zenodo
2025
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| Fag: | |
| Online adgang: | https://doi.org/10.5281/zenodo.15010448 |
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Indholdsfortegnelse:
- <p>This study explores the lived experiences of Indigenous scienceteachers, connecting Indigenous knowledge with scientific concepts in scienceeducation by employing an interpretative phenomenological research design tounderstand how teachers bridge cultural practices with scientific inquiry. Theexperiences of Indigenous science teachers were recorded through in-depthinterviews. The interviews were transcribed and coded, and themes were built bygrouping similar codes. The study highlights how traditional practices such as theNewar cultural preparation of Aila and yomari are connected to scientificprinciples like distillation and exothermic reactions. Linking familiar, culturallyrelevant experiences with scientific content enhances student engagement, fosterscritical thinking, and promotes cultural inclusivity. However, challenges arise,particularly for urban students, who may find it difficult to relate to these culturalpractices such as dhiki, Jato, plough, aaran and pani ghatta. Despite thesechallenges, integrating local knowledge enhances science education, encouragingstudents to view science as a discipline grounded in cultural tradition and modernscientific inquiry. This approach fosters a deeper understanding of scientificconcepts and supports a more holistic, inclusive learning environment.</p>