International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016)

Physics Education based Ethnoscience: Literature Review

Novika Lestari1, a) and Fajar Fitriani2, b) 1,2Physics Education, Yogyakarta State University, Indonesia Corresponding author: a) [email protected] b) [email protected]

ABSTRACT

Contextual learning is a new issue in the education department. One of contextual type is ethno science issues. Ethnoscience can develop important issue in physics education in globalization era. This article provides critical review of physics education based ethnoscience. The first section defines about ethnoscience. This section discusses ethnoscience framework in science curriculum. The second section was a role physics teacher to implementation ethnoscience curricula in Indonesia education. Finally, can help student to care and preserve about local content.

Keyword: contextual, ethnoscience, globalization era, local content, science curricula

INTRODUCTION

Indonesia has many islands with a variety of knowledge (Aikenhead, 2001; Dahdouh-Guebas&Rist, ethnic groups that is causing the diversity of culture and 2006). This learning process is very versatile and useful language. Unfortunately, the era of globalization has an in combining basic and applied scientific research impact on the influx of foreign culture that led to the (Dahdouh-Guebas&Rist, 2006). There are five things that waning of the local culture and language belonging to the can be lifted in etnosains-based learning, i.e. the Indonesian nation. Education plays a role in instilling historical thinking of society in organizing nature, values and sustain the cultural elements. One way is by specific terms of each community group, holistic applying contextual learning in the school reasoning in various sectors of science and technology, environment. Contextual learning is one of the new the idea of a dynamic concept of the concept of culture as issues in education. The study raised the theme of well as useful materials on the construction of culture everyday life and the environment of the learners. (Weber et al., 1995). The application of this learning can Ethnoscience is one type of contextual help learners understand learning and maintain its learning. Etnoscience is a cross-disciplinary science that identity (Lee, 2001). This is a challenge for education to connects the human or cultural anthropology with develop a practitioner-based learning, ethnoscience science learning. The study of the science knowledge that (Aikenhead& Elliott, 2010). is gained by examining the local knowledge that is Physics is a branch of science that studies the contained in the culture of a community or ethnic natural symptoms and interactions. The process of group. Local knowledge is derived from reasoning and eliciting the natural symptoms of reasoning from a ideas from local communities about everyday life community group. The result of this reasoning cannot be including traditional culture, values, beliefs and world seen as mere myth because most reasoning is there that views (Dei, 1993). Local knowledge has the nature of a can be described in science, and some are yet to be holistic, functional and adaptive to changes in the social described in science. Reasoning that can be described in environment and nature, and has been handed down over science will be potentially as a source and a learning tool thousands of generations of hereditary (Rist&Dahdous, that is contextual. As a result, physics-learning based 2006). ethnoscience can become a new solution in learning Learning ethno science aims to reconstruct the physics in Indonesia. cultural knowledge and local wisdom of Western

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METHODS knowledge does not yet have a scientific explanation is called the emic. This research is a study of the literature of various Ethnoscience can be classified in several scientific publications that contain ethno science-based branches. Some of the branches included in the etnosains learning. Such literature derived from google schoolar such as ethnoastronomy (Fabian, 2001), publications about ethnoscience. Parts covered include ethnoclimatology (Orlove, Chiang, & Cane, 2002), and definitions of ethnoscience, the framework of ethnophysics (Abonyi& Okafor, 2014), ethnozoology ethnoscience and role of physics teacher to (Alves &Souto, 2015), ethnomathematic (Ju, Moon & implementation ethnoscience curricula. Song, 2015), and ethnobiology (Vougioukalou, et.al., 2014). This science explained connection between local RESULT AND DISCUSSION knowledge and Western science, e.g. ethnoclimatology describes a local knowledge against the Definition of Ethnoscience climate. Ethnozoologi describes a different understanding Etnoscienceis promote new ethnography in of how humans relate to and interact with resources of advancing cultural anthropology (Sturtevant, fauna throughout history (Alves &Souto, 2015). So, 1964). Ethnoscience relating to classification societies, ethnoscience is having an impact in uncovering the the cultural systems, culture-related physical phenomena origins of the occurrence of an event or history and to dig up the past and incorporate the values and the (Hamacher& Goldsmith, 2013), assist in evaluating a knowledge society (Ugwuayi, 1999). In addition, sustainable management programs, and the success in ethnoscience is a system of knowledge includes an raising awareness of the younger generation against the explanation of the natural world, which has practical culture. applications and are used for predictive purposes (Wang, There are six theories in applying local 2013). Another meaning of ethnoscienceis knowledge-based learning (Cheng, 2002). Sixth localknowledge form of a particular language and culture theory, Theory of Tree, Theory of Birdcage, Theory of the that reflect not only as a systematic body of knowledge, Crystal, Theory of DNA, Theory of Amoebae, and methods, processes, products or how the investigation, Theory of Fungus . Like its meaning, Theory of but also as a way of thinking (). Weber, et.al., (1995) Tree explained based on local values and cultural assets conclude ethnoscience as historical thinking of society in but absorb global knowledge suitable and technology to organizing local knowledge of nature, a community support the development of local communities and group, holistic reasoning in various sectors of science individuals as locals; The selection of global knowledge and technology, the idea of a dynamic concept of the in the instruction depending on the needs of the local concept of culture as well as materials that are useful in community and cultural preferences. Theory of the development of culture. Another case with Warren, Birdcage apply local frameworks with the limits of a et.al (1995) say ethnoscience includes a historical clear ideology and social norms for the design of the assessment from a particular community or society in the curriculum so that all educational activities can have a setting of nature and culture, the culture of a particular local focus clearly when the benefits of exposure to reference or culturally bound, a holistic approach towards global knowledge and broad input. The learning Theory the inclusion of the various subsystems of knowledge and of Crystal identifies core needs and values as a seed local technology, assessment of Western knowledge systems basis to accumulate their global knowledge and resources and cultures comparative. Ethnoscience also relevant to education. Understanding the structure of means indigenous knowledge system (Abonyi, local knowledge is a necessary basis for students to Achimugu&Njoku, 2014). As result,ethnoscience is accumulate knowledge and wisdom. Theory of inseparable from local knowledge-knowledge that is DNA explain learning should be highly selective both derived from the reasoning of the ancestors. So, global and local knowledge in order to choose the best ethnoscience is local knowledge in the form of a system elements from them. Theory of Amoeba burden of of classification societies, the cultural, physical and cultural and local values can be minimized in the design historical thought-provoking phenomena of nature, of the curriculum and teaching in order to let students holistic learning of local knowledge and technology have to actually open for global learning. Theory of among a group that can be explained with the Western Fungus allows students to identify and thoroughly knowledge. The term local knowledge has had a studied the global knowledge is valuable and necessary scientific explanation is called ethics. While local for the development of their own. Indonesia has a diverse P-32 International Conference on Mathematics, Science, and Education 2016 (ICMSE 2016) culture that includes Eastern norms. In addition, the role 3. Have the capability of pedagogy in the teaching of of modern technology is still difficult to get in on certain physics. community groups. Thus, the application of local 4. Have confidence that knowledge he teaches such knowledge-based learning also need to pay attention to valid. the role and the impact of culture on young people or 5. Pay attention to the diversity of the human, material students. and technique or source of education. Ethnoscience based learning involves designing a 6. Avoid the dominant group. practical model in balancing local knowledge and 7. Avoid dogmatic and moral elements. western science as a process of learning (Abonyi, 8. Avoid making the conclusion of the whole culture Achimugu&Adibe, 2014). It aims to reduce the based on one element of a culture (direct and educational system that still contains western science General). which can eliminate the local culture. This imbalance Teachers play a role in keeping construction causes the scope of science becomes small. Ethnoscience experience match reality and filter out erroneous belief or expected to expand the scope of learning in order to misconception of knowledge. Both of these is the create contextual learning. The framework based learning principle that must be developed in contextual ethnoscience is the system of comparative society is not learning. So the role of the teacher in the learning-based normative or dogmatic, classification of cultures contextual learning is similar to the ethnoscience. The including human diversity, techniques and resources and role of the teacher can do as facilitators and mediators in the physical phenomena and historical thinking of the learning. As a facilitator, teacher facilitate and give natural scientific explanation or ethics. motivation to build on learners so that the implementation of the learning process can Role of Physics Teacher to Implementation be. Meanwhile, as mediators, teachers keep the process Ethnoscience Curricula in Indonesia in discussing from learners so that the results of the The integration of culture in education serves to discussion in accordance with the purpose of preserve the culture and the environment especially in learning. Therefore, the steps can be done physics teacher Indonesia. UU Republik Indonesia no 20 in year 2003 (Abonyi, Achimugu&Adibe, 2014) such as designing the say that cultural diversity and the environment is one of network from the mixture with the integration of physics the staple to note in Indonesia education concepts towards the appropriate local knowledge and curriculum. Unfortunately, the implementation of this relationship that crosses the boundaries between local regulation are not optimally. It was found that some and Western knowledge, the development of learning learners still not knowing their own culture (Wahyudi, materials for learners based on original concepts, 2014). So, the theory which is quite relevant in integrate practices and products, build classrooms with a major local knowledge in learning in Indonesia is Theory of focus on local entrepreneurship for the purposes of Tree and Theory of Birdcage. The theory is considered improvement and internationalisation and finally can suitable because Indonesia need to maintain cultural introducte of a multilingual science education materials assets but still receive incoming cultures as supplements to facilitate access and utilization of local knowledge and as well as maintaining the ideological limitations in western science. accordance with social norms on the design of the curriculum. CONCLUSION Any part of culture that cannot be integrated in learning. As result worth noting some basic principles Ethnoscience is local knowledge in the form of a that need to be taken care of by the teacher before system of classification societies, the cultural, physical promote ethnoscience in learning in the classroom and historical thought-provoking phenomena of nature, especially physics class.Principles to consider integrating holistic learning of local knowledge and technology ethnoscience in learning physics (Iegel, 2003 in Novika among a group that can be explained with the knowledge Lestari, 2016) is: of the West. The term local knowledge has had a 1. Know the history, methods, principles and scientific explanation is called ethics. While local development of learning physics. knowledge does not yet have a scientific explanation is 2. Master the competencies, principles and basic concepts of learning physics.

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