Knowledge into Teaching and Learning of Primary School in Tawangmangu The Perception about Integration of Traditional Ecological

Sumarwati Sumarwati, Edy Suryanto


Tawangmangu rich with traditional culture, like folktales and traditional ceremonies. It was valuable as traditional ecological knowledge (TEK), but people had been forgotten. The integration of TEK into   learning in rimary school    may be a key tool for the the potential to improve the delivery of educational objectives about science. This paper explores perceptions about integration of the value of TEK into formal education, especially in primary school in Tawangmangu, Karanganyar District. We conducted interviews with 52 participants (educators, officials, and local TEK experts) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Participants reported that TEK in Tawangmangu had eroded and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities.  Participants identified several specific domains for inclusion in school curricula, including diversity of food knowledge, agricultural knowledge and practice, especially corn and vegetables, and the reinforcement of respect for traditional authority and values. TEK has potential to add value to formal education in primary school in Tawangmangu by contextualizing the content and process of learning, and by facilitating character development and self-awareness in students. These benefits are relevant with UNESCO- mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school. However, interviewees also noted a number of practical barriers to teaching TEK in primary school. These relates the cultural diversity and    views within the community. However, needed further research to the significant epistemological challenges inherent in including TEK in formal school, particularly as participants noted the potential for such approaches to have negative consequences.

Full Text:



Aikenhead, G.S., & Elliott, D. (2010). An Emerging Decolonizing Science Education in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10, 321-338

Aikenhead, G.S. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539–620.

Berkes, F. (2004). Rethinking community-based conservation. Conservation Biology 18:621–630

Cagivinaka, V. (2016). Reorienting education and indigenous Fijian ecological knowledge: An analysis of indigenous Fijian students’ traditional ecological knowledge of environmental sustainable practices. International Journal of Educational Research and Development, 5(1), 10-18.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education, London – New York: Routledge.

Hawely, A.W.L., E.E. Sherry, and C.J. Johnson. (2004). A biologist’s perspective on amalgamating traditional environmental knowledge and resource management. BC Journal of Ecosystems and Management 5(1):36-50.

Kimmerer, Robin W. (2001). Weaving Traditional Ecological Knowledge into Biological Education: a Call to Action. BioScience. 52 (5). 432-438.

McCarter, J. & Gavin, M.C. (2011). Perceptions of the value of traditional ecological knowledge to formal school curricula: opportunities and challenges from Malekula Island, Vanuatu. Journal of Ethnobiology and Ethnomedicine, 7 (3), 1-14.

Menzies, Charles R. (2006). Traditional Ecological Knowledge and Natural Resource Management. Lincoln, Nebraska and London. University of Nebraska Press.

Reid,A. Teamey,K., & J. Dillon. (2004). Valuing and utilizing traditional ecological knowledge: tensions in the context of education and the environment. Environmental Education Research, 10 (2), 237-254.


  • There are currently no refbacks.