This
study delved into the “journey” of the Ati as they traverse from their own way
of explaining nature, their indigenous way of life, to a multicultural
classroom, where science is taught more systematically.
This study employed the
qualitative research design, where the stories exemplify the dilemmas
encountered by the Ati and how this indigenous knowledge can reconcile with
what science taught in school. Furthermore, it provided a documentation and
analysis of the ethnography of the Ati community, at the context of the school
where the subjects of the study are enrolled, the Magayon School.
Using the
memory-banking technique, the researcher identified the indigenous experiences
of the subjects. Concepts were then identified through memory-banking and
concept-mapping. Through observation and interviews, it was then identified
where these indigenous science concepts were applied.Read More....
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