The Reconstruction of Indigenous Knowledge about Golobe (Hornstedtia alliacea) as a Natural Resource Conservation Study for Prospective Teachers’ Scientific Literacy

Parmin Parmin, Fidia Fibriana

Abstract


This study intended to measure prospective science teachers' scientific literacy through a conservation course on a natural resource topic. The natural source as the research object was golobe, an endemic plant in Maluku which has been consumed as the traditional medicine by the local community, which was studied for its chemical properties. Golobe is believed to have the properties to cure diseases. The lab testing revealed that golobe contains alkaloids, flavonoids, terpenoids, steroids, polyphenols, antioxidants and antibacterial properties. The scientific knowledge based on the lab report was reconstructed using the Science Integrated Learning (SIL) model. The obtained laboratory test results were matched up with the indigenous knowledge of the golobe. The indigenous knowledge of local community on golobe was converted to be the scientific knowledge. Then, the result of reconstruction was applied as the basis of Conservation Education course material development. The research target included prospective science teachers joining the Conservation Education course. The assessed scientific literacy consisted of (1) knowing scientific questions; (2) exploring; (3) identifying scientific evidence; (4) laboratory work; (5) drawing up conclusions; (6) communicating, and (7) demonstrating. Prospective teachers have owned the seven components of scientific literacy after studying natural resource conservation materials. The research concluded that the use of the knowledge reconstruction of Golobe in the North Loloda Tribe, North Maluku, Halmahera Archipelago has an impact on the development of prospective teachers’ scientific literacy.

Keywords


reconstruction, indigenous knowledge, conservation, scientific literacy, prospective teachers

10.15548/jt.v27i2.610 Abstract view : 21 times PDF : 11 times

Full Text:

PDF

References


Allchin, D. (2014). From science studies to scientific literacy: A view from the classroom. Science & Education, 23(9), 1911-1932.

Amolins, M. W., Ezrailson, C. M., Pearce, D. A., Elliott, A. J., &Vitiello, P. F. (2015). Evaluating the effectiveness of a laboratory-based professional development program for science educators. Advances in physiology education, 39(4), 341-351.doi:10.1152/advan.00088.

Archer-Bradshaw, R. E. (2017). Teaching for scientific literacy? An examination of instructional practices in secondary schools in Barbados. Research in Science Education, 47(1), 67-93.

Arikunto, S. (2012). ProsedurPenelitian: SuatuPendekatanPraktek. EdisiRevisi. Jakarta: PT. RinekaCipta.

Bernhard, J. (2018). What matters for students’ learning in the laboratory? Do not neglect the role of experimental equipment!. Instructional Science, 46(6), 819-846.https://doi.org/10.1007/s11251-018-9469-x.

Bielik, T., &Yarden, A. (2016). Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program. International Journal of STEM Education, 3(1), 15.https://doi.org/10.1186/s40594-016-0048-x.

Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6), 1015-1032.https://doi.org/10.1007/s10734-016-0104-y.

Chang, H. P., Chen, C. C., Guo, G. J., Cheng, Y. J., Lin, C. Y., & Jen, T. H. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9(5), 1213-1233.https://doi.org/10.1007/s10763-010-9256-x.

Chaudhuri, B. (2015). Science in society: challenges and opportunities for indigenous knowledge in the present-day context. Global Bioethics, 26(2), 78-85.DOI:10.1080/11287462.2015.1037140.

Curry, J. H., &Ponners, P. J. (2019). The Meaningful Integration of Emerging Learning Technologies. TechTrends, 63(1), 2-3.https://doi.org/10.1007/s11528-018-0371-9.

Ghosh, S., Chakraborty, R., &Raychaudhuri, U. (2015). Determination of pH-dependent antioxidant activity of palm (Borassusflabellifer) polyphenol compounds by photoluminol and DPPH methods: a comparison of redox reaction sensitivity. 3 Biotech, 5(5), 633-640.https://doi.org/10.1007/s13205-014-0260-7.

Groves, C. (2019). Sustainability and the future: reflections on the ethical and political significance of sustainability. Sustainability Science, 14(4), 915-924.https://doi.org/10.1007/s11625-019-00700-0.

Hằng, N. V. T., Bulte, A. M. W., & Pilot, A. (2017). Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture. Asia-Pacific Science Education, 3(1), 2.

Hanuscin, D. L., &Zangori, L. (2016). Developing practical knowledge of the Next Generation Science Standards in elementary science teacher education. Journal of Science Teacher Education, 27(8), 799-818.https://doi.org/10.1007/s10972-016-9489-9.

Higgins, M., & Kim, E. J. A. (2019). De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists. Cultural Studies of Science Education, 14(1), 111-127.

Hsieh, F. P., Lin, H. S., Liu, S. C., & Tsai, C. Y. (2019). Effect of Peer Coaching on Teachers’ Practice and Their Students’ Scientific Competencies. Research in Science Education, 1-24.https://doi.org/10.1007/s11165-019-9839-7.

Hwang, J., Choi, K. M., Bae, Y., & Shin, D. H. (2018). Correction to: Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: An Investigation of the PISA 2012 and 2015. International Journal of Science and Mathematics Education, 16(8), 1629-1631.https://doi.org/10.1007/s10763-018-9918-7.

Inventado, P. S., Scupelli, P., Ostrow, K., Heffernan, N., Ocumpaugh, J., Almeda, V., & Slater, S. (2018). Contextual factors affecting hint utility. International journal of STEM education, 5(1), 13.https://doi.org/10.1186/s40594-018-0107-6.

John, S. (2018). Scientific Deceit. Synthese. https://doi.org/10.1007/s11229-018-02017-4.

Khodabande, Z., Jafarian, V. & Sariri, R. (2017). Antioxidant activity of Chelidonium majus extract at phenological stages. Appl Biol Chem, 60, 497–503. https://doi.org/10.1007/s13765-017-0304-x

Koretsky, M. D., Vauras, M., Jones, C., Iiskala, T., &Volet, S. (2019). Productive disciplinary engagement in High-and Low-Outcome student groups: Observations from three collaborative science learning contexts. Research in Science Education, 1-24.https://doi.org/10.1007/s11165-019-9838-8.

Kulgemeyer, C. (2018). Impact of secondary students’ content knowledge on their communication skills in science. International Journal of Science and Mathematics Education, 16(1), 89-108.https://doi.org/10.1007/s10763-016-9762-6.

Masoko, P., &Makgapeetja, D. M. (2015). Antibacterial, antifungal and antioxidant activity of Oleaafricana against pathogenic yeast and nosocomial pathogens. BMC complementary and alternative medicine, 15(1), 409-407.https://doi.org/10.1186/s12906-015-0941-8.

Ntuli, H., Jagers, S. C., Linell, A., Sjöstedt, M., &Muchapondwa, E. (2019). Factors influencing local communities’ perceptions towards conservation of transboundary wildlife resources: the case of the Great Limpopo Trans-frontier Conservation Area. Biodiversity and Conservation, 28(11), 2977-3003. https://doi.org/10.1007/s10531-019-01809-5

Odeja, O., Ogwuche, C. E., Elemike, E. E., & Obi, G. (2017). Phytochemical screening, antioxidant and antimicrobial activities of Acalyphaciliata plant. Clinical Phytoscience, 2(1), 12. https://doi.org/10.1186/s40816-016-0027-2.

Parmin, P., Sajidan, S., Ashadi, A., Sutikno, S., &Fibriana, F. (2017). Science integrated learning model to enhance the scientific work independence of student teacher in indigenous knowledge transformation. JurnalPendidikan IPA Indonesia, 6(2), 365-372.

Pedrosa-de-Jesus, H., Leite, S., & Watts, M. (2016). ‘Question Moments’: A Rolling Programme of Question Opportunities in Classroom Science. Research in Science Education, 46(3), 329-341.https://doi.org/10.1007/s11165-014-9453-7.

Rhee, H. Y., & Choi, K. (2014). Development and implementation of science and technology ethics education program for prospective science teachers. Science & Education, 23(5), 1101-1130.https://doi.org/10.1007/s11191-013-9644-z.

Roberts, R. (2016). Understanding the validity of data: a knowledge-based network underlying research expertise in scientific disciplines. Higher Education, 72(5), 651-668.

Robbins, J. A., & Dewar, J. (2011). Traditional Indigenous approaches to healing and the modern welfare of traditional knowledge, spirituality and lands: A critical reflection on practices and policies taken from the Canadian Indigenous example. The International Indigenous Policy Journal, 2(4), 2.

Ryan, A. (2008). Indigenous Knowledge in the Science Curriculum: Avoiding Neo-Colonialism. Cultural Studies of Science Education, 3 (3): 663-702.

She, H.C., Stacey, K. & Schmidt, W.H. (2018). Science and Mathematics Literacy: PISA for Better School Education. International Journal of Science and Mathematics Education, 16 (1): 1-5.

Sukri, A. M. A. Rizka, H. G. Sakti, K.l U. Maududy, G. &Hadiprayitno. (2018). Designing an Integrated Curriculum Based on Local Primacy and Social Reconstruction Perspectives of West Nusa Tenggara, Indonesia. JurnalPendidikan IPA Indonesia, 7(4): 467-475.

Sugiyono. 2008. Metode Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: ALFABETA.

Talafian, H., Moy, M.K., & Woodard, M.A. (2019). STEM Identity Exploration through an Immersive Learning Environment. Journal for STEM Education Research,

Trauth-Nare, A. (2016). Re-envisioning Scientific Literacy as Relational, Participatory Thinking and Doing. Cultural Studies of Science Education, 11 (2): 327–334.

Vass, G., Lowe, K., Burgess, C. (2019). Correction to: The Possibilities and Practicalities of Professional Learning in Support of Indigenous Student Experiences in Schooling: A Systematic Review. The Australian Educational Researcher, 46(2): 363-364.

Wang, CJ., Wan, JZ., & Zhang, GM. (2016). Erratum to: Protected Areas May not Effectively Support Conservation of Endangered Forest Plants Under Climate Change. Environmental Earth Sciences, 75: 803. https://doi.org/10.1007/s12665-016-5578-5

Woro, S., Sudarmin, Wiyanto, &Supartono. (2016). The Reconstruction of Society Indigenous Science into Scientific Knowledge in the Production Process of Palm Sugar. Journal of Turkish Science Education. 13 (4): 281-292.

Wyborn, C., van Kerkhoff, L., & Dunlop, M. (2016). Future Oriented Conservation: Knowledge Governance, Uncertainty and Learning. Biodiversity and Conservation, 25(7): 1401-1408.

Yarden, A. (2009). Reading Scientific Texts: Adapting Primary Literature for Promoting Scientific Literacy. Research in Science Education, 39 (3): 307-3011.




DOI: https://doi.org/10.15548/jt.v27i2.610

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Al-Ta lim Journal

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View Stats
Al-Ta’lim Journal published by Faculty of Islamic Education and Teacher Training UIN Imam Bonjol Padang

Copyright © Al-Ta'lim Online Journal, Print ISSN 1410-7546 Online ISSN 2355-7893, All rights reserved


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.