Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 4 (2025)

Torn Between Worlds: How Science Teachers Navigate Pedagogical Practices and Challenges in Teaching Science to Indigenous People (IP) Students

Christine Joy Laviste | Anamarie Valdez

Discipline: Education

 

Abstract:

Teaching science to Indigenous Peoples (IP) students in remote areas requires culturally responsive pedagogical approaches that integrate indigenous knowledge systems with modern scientific concepts. However, teachers face significant challenges that hinder effective science instruction and the meaningful engagement of IP students in scientific learning. This qualitative study explored the complex realities of science education for Indigenous students. Utilizing a phenomenological approach and Moustakas Thematic Analysis framework, the study was conducted among science teachers who taught IP learners in Kalamansig, Sultan Kudarat, for SY 2024-2025. Data revealed key themes such as the rewards and challenges of culturally responsive teaching, the importance of community engagement, and the need for ongoing professional development. The study recommends creating a more inclusive and equitable science education system for Indigenous students in the Philippines by strengthening parent-engagement programs, refining and conducting seminars and training, and teacher recognition through incentives.



References:

  1. Adu-Boateng, H., & Goodnough, K. (2021). Teacher preparation and professional development. In Handbook of research on inclusive education. Emerald Publishing Limited.
  2. Aikenhead, G. S., & Michell, H. (2011). Bridging cultures: Indigenous and scientific ways of knowing nature. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 197-215.
  3. Aikenhead, G. S. (2019). Bridging Cultures: Indigenous Knowledge Systems in Science Education. Cultural Studies in Science Education, 14(1), 1-20.
  4. Aikenhead, G. S., & Mitchell, I. (2020). Towards a Framework for Bridging Indigenous and Western Science: Border Crossing in Science Education. Cultural Studies in Science Education, 15(2), 211-231.
  5. Albin Jay C. Tabamo (2023). The Use of Primary Literature in Teaching Science as a Strategy in Addressing Surface Learning: A Synthesis. International Journal of Research Publication and Reviews 4(7):2191-2197
  6. Alcantara, R. (2022). Systemic Barriers to Culturally Relevant Science Education in the Philippines: A Teacher’s Perspective. Philippine Journal of Education, 99(1), 15-30.
  7. Ambusaidi and Al-Maqbali (2022). Exploring pedagogical decision making from the lens of science teachers in response to different pedagogical issues. Social Sciences & Humanities Open. Volume 5, Issue 1, 2022, 100236
  8. Anaya, V. & Ramos, F. (2023). The Role of Elders in Science Education: Bridging Generations through Traditional Knowledge. Philippine Journal of Indigenous Studies, 18(1), 25-41.
  9. Anderson, C. (2020). Community-Based Science Projects: Enhancing Engagement among Indigenous Students. Journal of Science Teacher Education, 31(4), 400-421.
  10. Bacudio, A. & Dimalibot, J. (2021). Integrating Indigenous Traditions in Education: A Pathway to Cultural Resilience. Journal of Indigenous Education, 15(2), 45-60.
  11. Baker, R. (2023). Language Barriers in Indigenous Science Education. Journal of Language and Education, 12(1), 78-89.
  12. Bang, M., Medin, D., & Washinawatok, K. (2023). Culturally Responsive Science Education: Integrating Indigenous Knowledge Systems. Journal of Research in Science Teaching, 60(3), 245-260.
  13. Barnhardt, R., & Kawagley, A. O. (2017). Challenges in Teaching Science in Indigenous Communities. Rural Education Journal.
  14. Barnhardt, R., & Kawagley, A. O. (2020). Place-based education and indigenous knowledge. Cultural Studies of Science Education.
  15. Bautista, J., Incident, A., & Cuevas, P. (2021). Decolonizing Science Education: A Framework for Integrating Indigenous Knowledge in the Philippines. Philippine Journal of Multidisciplinary Studies, 16(2), 55-72.
  16. Bautista, L. & Ortigas, R. (2023). Transdisciplinary Approaches to Science Education: Connecting Indigenous Knowledge with Core Scientific Concepts. International Journal of Science Education, 45(1), 34-50.
  17. Bayani, R. & Liu, M. (2023). Place-Based Education: A Pathway for Enhanced Environmental Stewardship among Indigenous Students in the Philippines. International Journal of Environmental Science and Education, 19(1), 39-54.
  18. Bennett, J. (2023). Outdoor and Experiential Learning in Indigenous Science Education. Journal of Environmental Education, 36(2), 99-115.
  19. Bennett, R. (2022). Understanding Diversity: Tailoring Science Education for Varied Indigenous Contexts. Journal of Indigenous Education, 8(1), 25-40.
  20. Bennett, S. (2020). Challenges in Teaching Science to Indigenous Students: A Review of the Literature. Journal of Indigenous Education, 5(3), 45-63.
  21. Bernardo, A. B., Cordel II, M., Calleja, M., Teves, J. M., Yap, S. & Chua, U. (2023). Profiling low-proficiency science students in the Philippines using machine learning. Humanities And Social Sciences Communications| (2023) 10:192 |https://doi.org/10.1057/s41599-023-01705-y
  22. Boulton, H., et al. (2022). Engaging Indigenous students in science: Pedagogical strategies for success. International Journal of Science Education, 44(1), 1-20.
  23. Bramwell-Lalor, S. (2023). Nature of Science: Examining Science Teachers’ Knowledge and their Instructional Practices. Australian Journal of Teacher Education, 48(1). https://doi.org/10.14221/1835-517X.5949
  24. Burns, A. (2021). The Importance of Local Knowledge in Science Education: Learning from Indigenous Elders. International Journal of Science Education, 43(4), 501-516.
  25. Byers, M. & Peat, F. (2021). Enhancing Engagement through Culturally Relevant Materials in Science Education. Journal of Indigenous Education, 7(2), 67-89.
  26. Cajete, G. (2021). Native Science: Natural Laws of Interdependence. Santa Fe: Clear Light Publishers.
  27. Carter, L. (2023). Inquiry-Based Learning in Indigenous Science Education. Journal of Science Education and Technology, 32(1), 67-82.
  28. Clasara-Fajardo, (2019). Curriculum Design of Preservice Teacher Education for Indigenization of Elementary School Science in the Philippines. Asia Pacific Journal on Curriculum Studies, 2(1), 33-38. https://doi.org/10.53420/apjcs.2019.5
  29. Cohen-Vogel, L., Sadler, J. R., Little, M., & Merrill, B. (2020). (Mis)Alignment of instructional policy supports in Pre-K and kindergarten: Evidence from rural districts in North Carolina. Early Childhood Research Quarterly, 52(Part B), 30-434.
  30. Collantes, R. et al. (2019). Bilingual Education and Indigenous Students: Bridging Language Barriers. International Journal of Multilingualism, 8(4), 321-335.
  31. Cruz, L., & Arvin, J. (2021). Community-Based Learning Projects in Science Education: Engaging Indigenous Students in Environmental Stewardship. Journal of Environmental Education, 43(4), 276-292.
  32. Davis, J., & Kanu, Y. (2022). Bridging Worlds: The Complementarity of Indigenous and Western Science. Cultural Studies in Science Education, 17(1), 119-134.
  33. Dayag, A., Ocampo, L. & Sison, M. (2021). Culturally Responsive Science Education in the Philippines: Integrating Local Contexts and Indigenous Knowledge. International Journal of Science Education, 43(10), 1574-1593.
  34. Dela Cruz, L. & Jimenez, P. (2023). Fostering Intercultural Dialogue in Science Education: Bridging Indigenous Knowledge and Western Science. Philippine Journal of Multicultural Education, 15(2), 67-82.
  35. Delos Reyes, J. & Pangilinan, A. (2022). Enhancing Teacher-Community Partnerships in Science Education: Implications for Indigenous Student Success. Asian Journal of Teacher Education, 12(1), 43-59.
  36. Demeterio, C., De Guzman, A., & Buan, R. (2021). Preparing Science Teachers for Indigenous Education: Professional Development Needs and Perspectives. Asian Journal of Science Education, 2(1), 42-60.
  37. Diop, S. & Punzalan, R. (2022). Exploring Local Knowledge in Science Education: Bridging Culture and Curriculum in the Philippines. Journal of Science Teacher Education, 33(5), 431-446.
  38. Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. SAGE Open, 11(2). https://doi.org/10.1177/21582440211009491
  39. Elizabeth Hartney 2016. Stress Management to Enhance Teaching Quality and Teaching Effectiveness: A Professional Development Framework for Teachers. Occupational Stress (pp.306-331)
  40. Estacio, L. et al. (2020). Traditional Ecological Knowledge and Science Education: Enhancing Learning for Indigenous Students. Science Education Review, 12(3), 134-150.
  41. Ferguson, D. (2023). Retention Strategies for Indigenous Students in Science Education. Journal of College Student Retention, 25(3), 345-360.
  42. Fletcher, D. (2023). Understanding Historical Trauma in Indigenous Education. Cultural Studies of Science Education, 15(2), 123-140.
  43. Fox, M., & Smith, P. (2020). Building Bridges: Collaborative Resource Development for Indigenous Education. Journal of Indigenous Education, 6(3), 79-94.
  44. Funk, J., & Woodroffe, T. (2023). A differentiated approach to Indigenous pedagogies: Addressing gaps in teachers’ knowledge. The Australian Educational Researcher, 1-20. https://doi.org/10.1007/s13384-023-00616-w
  45. Garcia, A., & Martinez, R. (2025). Adapting Teaching Strategies for Indigenous People: Challenges and Strategies for Effective Science Education. Journal of Indigenous Education Research, 8(2), 78-91.
  46. Garcia, M., & Lopez, R. (2019). Balancing Curriculum Requirements with Indigenous Knowledge in Science Education: Challenges and Strategies for Science Teachers. Journal of Indigenous Education and Cultural Studies, 7(1), 34-50.
  47. Garcia, M. (2023). Resource Limitations in Indigenous Education. Journal of Educational Research, 58(2), 99-115.
  48. Garcia, V., & Velasquez, E. (2022). Resources for Teaching Indigenous Students: Challenges and Opportunities. Journal of Philippine Education Research, 22(2), 33-49.
  49. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  50. Green, R., & Holloway, S. (2020). Policy Disparities in Indigenous Education: A Call for Consistency and Equity. International Journal of Inclusive Education, 24(9), 926-941.
  51. Gillette, M., & Singleton, B. (2019). Inevitable epistemological conflict: Reflections on a disagreement over the relationship between science and indigenous and local knowledge. AMBIO A Journal of the Human Environment. DOI:10.1007/s13280-022-01739-7
  52. Greg Tabios Pawilen (2021). Integrating indigenous knowledge in the Philippine elementary science curriculum. International  Journal  of  Curriculum and  Instruction  (IJCI). 13(2) (2021) DOI:1148-1160 1149
  53. Gregory P. Thomas and Helen J. Boon (2023). Challenges in Science Education: Global Perspectives for the Future. Palgrave Macmillan Cham. 50(6) https://doi.org/10.1007/978-3-031-18092-7
  54. Grey, A., Smith, H., & Smith, M. (2021). The Emotional Burden on Educators: Challenges in Teaching Science to Indigenous Students. Australian Journal of Teacher Education, 46(7), 143-161.
  55. Gutiérrez, R., Morales, E., & López, A. (2022). Language Barriers in Science Education: Strategies for Indigenous Contexts. International Journal of Bilingual Education and Bilingualism, 25(4), 512-528.
  56. Harper, B., & Cavanagh, M. (2021). Teacher Attitudes and Beliefs in Indigenous Science Education. Australian Journal of Teacher Education.
  57. Harris, L. (2023). Integrating Indigenous Knowledge Systems in Science Education. Journal of Environmental Education, 34(2), 150-165.
  58. Harris, M. (2021). Engaging in Reflective Practice: A Pathway for Culturally Relevant Education. International Journal of Teaching and Learning in Higher Education, 33(2), 157-169.
  59. Henderson, P. (2023). Addressing Stereotypes and Bias in Indigenous Education. Journal of Educational Psychology, 115(2), 123-140.
  60. Hermes, M., Bang, M., & Marin, A. (2022). Bilingual education and science learning for indigenous students. International Journal of Science and Mathematics Education.
  61. Jason Trumble, Sumreen Asim, Joshua Ellis, and David Slykhuis (2023). Three Domains for Technology Integration in Science Teacher Education
  62. John Erwin Prado Pedroso, Ayessa Mae Tumabotabo, Gwen Jerric Alvarez, Ma Michaela Dela China, Karl Futotana (2021). Contextualized strategies of teachers in teaching I.P. (indigenous people) learners
  63. Johnson, K., Lee, H., & Martinez, P. (2021). Teacher Preparation for Culturally Diverse Science Classrooms. Teaching and Teacher Education, 98, 103-115.
  64. Johnson, L., Hayes, R., & Stevens, K. (2021). The Role of Teacher-Student Relationships in Indigenous Students’ Academic Success. Journal of Educational Psychology, 113(1), 38-50.
  65. Johnson, M. (2023). Professional Development Needs for Teaching Science to Indigenous Students. Teaching and Teacher Education, 50(3), 45-60.
  66. Johnson, T., & Segura, A. (2022). 6 strategies to support Indigenization. https://www.eaie.org/blog/strategies-support-indigenisation.html
  67. Jones, A., & Brown, L. (2023). Collaborative Learning Strategies for Indigenous Students. International Journal of Science Education, 35(2), 123-140.
  68. Kainz, K., et al. (2020). Navigating the challenges of teaching science in Indigenous communities: A qualitative study. Journal of Science Teacher Education, 31(5), 543-563.
  69. Kanu, Y. (2022). Indigenous Knowledge and Scientific Inquiry: Bridging the Gap in STEM Education. International Journal of Science Education, 44(3), 350-367.
  70. Kim, S., & Nguyen, T. (2021). Teacher Flexibility, Creativity, and Persistence in Science Education for Indigenous Students: Navigating Challenges and Promoting Inclusive Teaching Practices. Journal of Indigenous Education and Cultural Studies, 9(2), 78-93.
  71. Kim, S., & Patel, A. (2020). Enhancing Science Education for Indigenous Students through Innovative and Culturally Relevant Teaching Strategies. Journal of Indigenous Education and Cultural Studies, 8(1), 75-92.
  72. Kim, Y., & Patel, R. (2025). Enhancing Science Education Through Interactive and Hands-On Teaching Methods for Indigenous People. Journal of Indigenous Education, 20(1), 45-60.
  73. Ledesma, I., Ortiz, E., & Santos, A. (2021). Utilizing Digital Storytelling to Blend Indigenous Narratives into Science Curriculum. Education and Information Technologies, 26(4), 4779-4795.
  74. Lee, O., & Buxton, C. (2018). Language Barriers in Science Education for Indigenous Students. Bilingual Research Journal.
  75. Lee, K., & Martinez, S. (2019). Integrating Indigenous Knowledge in Science Education: Enhancing Learning and Cultural Identity for Indigenous Peoples. Journal of Indigenous Education, 14(2), 87-104.
  76. Lee, S., & Kim, J. (2025). Resilience and Innovative Problem-Solving: Enhancing Science Education for Indigenous People. Journal of Indigenous Education, 20(2), 88-104.
  77. Lee, R., Johnson, D., & Wang, A. (2020). The Power of Storytelling in Science Education for Indigenous Students. International Journal of Science Education, 42(7), 1059-1078.
  78. Ligaya Leah Figueroa, Samsung Lim, & Jihyun Lee 2016. Investigating the relationship between school facilities and academic achievements through geographically weighted regression. September 2016. Annals of GIS DOI:10.1080/19475683.2016.1231717
  79. Lim, J. & Navarro, P. (2023). Culturally Relevant Assessment Practices: Reimagining Evaluation in Science Education for Indigenous Students. Philippine Journal of Education Research, 21(3), 56-70.
  80. Lopez, R., & Nguyen, T. (2021). Addressing Educational Resource Constraints and Home Learning Support for Indigenous Students: A Case Study in Science Education. International Journal of Indigenous Education, 5(1), 45-63.
  81. Lucas, R., & Farah, A. (2022). Environmental Education and Indigenous Knowledge: Intersections in Science Curriculum. Environmental Education Research, 28(3), 234-247.
  82. Lupart, J. L., & McKenzie, B. (2021). Professional Development Needs for Teaching Science to Indigenous Learners. Canadian Journal of Education, 44(2), 115-130.
  83. Magsino, C., Reyes, J., & Salcedo, A. (2022). Integrating Indigenous Perspectives in STEM Education: Cultural Appropriateness and Inclusivity in the Classroom. Philippine Journal of Science and Technology, 8(1), 101-113.
  84. Martinez, J., & Yang, S. (2021). Enhancing Science Education through Culturally Responsive Teaching Strategies for Indigenous Peoples. Journal of Indigenous Education and Cultural Studies, 9(1), 56-73.
  85. McCarthy, O. (2022). Manipulatives in Education. https://study.com/academy/lesson/manipulatives-in-education-definition-examples-classroom-applications.html
  86. McKinley, E., & Stewart, G. (2015). Incorporating Indigenous Perspectives in Science Curricula. Journal of Science Education.
  87. McKinley, E., & Stewart, S. (2018). Integrating Indigenous Knowledge in Science Education: Voices from Teachers. Cultural Studies in Science Education, 13(2), 353-372.
  88. McKinley, E. (2019). Teacher identity and Indigenous education: A critical examination. Teaching Education, 30(4), 365-380.
  89. McKinley, E., & Hinde, S. (2020). Embracing Diversity: The Need for Contextualized Indigenous Education. Australian Journal of Teacher Education, 45(10), 45-61.
  90. McKinley, E., et al. (2021). Partnerships for Success: Connecting Schools and Indigenous Communities for Effective Science Education. International Journal of Science Education, 43(6), 847-865.
  91. McKinley, E., & Stewart, G. (2021). Integrating Indigenous perspectives in science education. Journal of Science Education and Technology.
  92. Mcleod, S. (2023). Qualitative Vs Quantitative Research Methods & Data Analysis. https://www.simplypsychology.org/qualitative-quantitative.html
  93. Mendoza, T., & Salazar, R. (2021). The Power of Local Language in Science Education: A Case for Bilingual Instruction. Journal of Language, Identity & Education, 20(3), 175-189.
  94. Miller, T., Smith, R., & Johnson, L. (2021). Digital Tools for Culturally Relevant Science Education: Opportunities and Challenges. *Journal of Science
  95. Morrison, C., & Lee, K. (2022). Education and Technology*, 30(5), 823-837.
  96. Miller, T. (2023). Systemic Barriers in Indigenous Education. *Educational Policy Analysis Archives
  97. Milner, H. R., IV. (2017). Where’s the Race in Culturally Relevant Pedagogy?. https://www.tcrecord.org/Content.asp?ContentId=21743
  98. Mindham, A., & Hay, R. (2021). Community-Based Learning as a Vehicle for Relevant Science Education. Journal of Environmental Education, 52(2), 123-140.
  99. Morris, A., & Anderson, S. (2021). Institutional Policies Supporting Indigenous Science Education: A New Framework for Inclusivity. International Journal of Inclusive Education, 25(6), 645-658.
  100. Morris, T. (2023). The Role of Storytelling in Science Education for Indigenous Students. Cultural Studies of Science Education, 16(3), 145-160.
  101. Nambiar, R. M., Ibrahim, N., Hashim, R. S., Yasin, R. M., Azman, H., Yusof, N. M.,  & Mustaffa, R. (2020). Impact of local culture-based reading materials on students’ skill development and confidence in English. Universal Journal of Educational Research, 8(2), 445-453.
  102. Naparan, G., Villaver, A. V., Anto, I. J. C., Buagas, I. R. A., & Ong, P. M. V. J. (2023). Challenges and coping strategies of science teachers. Canadian Journal of Educational and Social Studies, 3(4), 148-166.
  103. Nelson, T. & Richards, M. (2022). Navigating Standardized Curriculum Boundaries: Challenges of a Culturally Relevant Science Education. Teaching Science, 68(4), 45-54.
  104. Ng, C. (2023). Culturally Responsive Assessment Practices in Science Education. Assessment in Education: Principles, Policy & Practice, 30(1), 78-95.
  105. Nguyen, T. (2023). The Role of Technology in Engaging Indigenous Students in Science. International Journal of Educational Technology, 22(1), 45-60.
  106. Nguyen, T., & Kim, S. (2019). Addressing the Language Barrier in Science Education for Indigenous Peoples: Strategies for Simplification and Adaptation. Journal of Indigenous Education and Cultural Studies, 6(2), 45-62.
  107. Ocampo, C., & Villanueva, J. (2022). Bridging Resource Gaps in Indigenous Education: Strategies for Informed Teaching. International Journal of Inclusive Education, 26(12), 1242-1258.
  108. O’Connor, H., & Hardy, K. (2020). Policy Frameworks Supporting Indigenous Education Initiatives in Science. Journal of Educational Policy and Practice, 33(4), 310-328.
  109. Park, H., & Nguyen, T. (2025). Enhancing Science Education Through the Integration of Indigenous Knowledge: Fostering Cultural Relevance for Indigenous People. Journal of Indigenous Education Research, 15(2), 56-72.
  110. Parker, J. (2023). Curriculum Rigidity and Its Impact on Indigenous Education. Journal of Curriculum Studies, 45(1), 1-20.
  111. Parker, S., & Reid, J. (2022). The Impact of Indigenous Role Models on Student Engagement in Science Education. Journal of Science Teacher Education, 33(2), 95-110.
  112. Patel, A., & Garcia, M. (2020). Enhancing Science Education for Indigenous Students through Interactive and Engaging Teaching Methods. Journal of Indigenous Education and Cultural Studies, 8(2), 87-104.
  113. Paz, P. J. (2021). The Teaching Practices of Social Studies Teachers and the Four Cs of 21st Century Skills of Aeta Learners in Subic
  114. Peters, W. (2021). Empowering Community Voices in Science Education for Indigenous Students. Journal of Indigenous Education, 6(4), 88-106.
  115. Rabago-Mingoa (2017). Filipino teachers’ stress levels and coping strategies.
  116. Ramos, E. & Vasquez, T. (2022). Promoting Cooperative Learning in Science Education: Enhancing Engagement among Indigenous Students. Journal of Educational Psychology, 114(1), 22-33.
  117. Reyes, A., Santos, J., & Villanueva, K. (2023). Project-Based Learning in Science Education: Engaging Indigenous Students through Community-Led Initiatives. Journal of Science Teacher Education, 36(2), 142-156.
  118. Rigney, L., Nakata, M., & Sarra, C. (2023). Professional development for teaching indigenous students. Australian Journal of Indigenous Education.
  119. Ritchie, J., & Rau, C. (2019). Preparing Teachers for Cultural Diversity: Professional Development Needs in Indigenous Science Education. Australian Journal of Teacher Education, 44(3), 1-15.
  120. Ritchie, J., Rau, C., & Williamson, R. (2022). Interdisciplinary Approaches to Incorporate Indigenous Knowledge in STEM Education. Journal of Science Teacher Education, 33(3), 254-270.
  121. Roberts, S. (2023). The Impact of Mentorship on Indigenous Students in Science. Journal of Science Teacher Education, 29(3), 215-230.
  122. Rogayan Jr., D. V. (2019). Dilemmas encountered by Aeta students in a state university in Central Luzon, Philippines. International Journal of Humanities and Education Development (IJHED), 1(5), 236–242. https://doi.org/10.22161/jhed.1.5.3
  123. Salcedo, M. & Imbao, T. (2022). The Importance of Language in Culturally Responsive Science Education: A Bilingual Approach. Journal of Education and Language, 14(2), 76-88.
  124. Santos, F. & Castillo, R. (2023). Local Legends and Science Education: The Role of Cultural Narratives in Learning. Asian Journal of Science Education, 7(1), 88-102.
  125. Santos, J. (2021). Indigenous Perspectives on Environmental Justice: Implications for Science Education. International Journal of STEM Education, 8(1), 13-27.
  126. Simmons, R., Young, A., & Goldstein, L. (2021). Tensions in Teaching Science: The Need for Culturally Relevant Resources. Journal of Curriculum Studies, 53(1), 67-85.
  127. Sison, M., Reyes, J., & Borja, K. (2022). The Role of Traditional Ecological Knowledge in Biodiversity Conservation: Implications for Science Education. Journal of Conservation Education, 14(3), 121-132.
  128. Sharma, G. (2017). Pros and cons of different sampling techniques. International journal of applied research, 3(7), 749-752.
  129. Smith, B., & Jackson, L. (2021). Emotional and Social Dynamics in Classrooms: Impact on Indigenous Student Learning. International Journal of Science Education, 43(8), 1172-1190.
  130. Smith, J., et al. (2020). Community Involvement in Indigenous Science Education. International Journal of Science Education.
  131. Smith, J. (2023). Culturally Relevant Pedagogy in Science Education. Journal of Indigenous Education, 12(1), 45-60.
  132. Smith, J., Brown, T., & White, L. (2023). Resource Limitations and Science Teaching in Indigenous Schools. Journal of Science Education and Technology, 32(1), 78-93.
  133. Smith, J., & Brown, L. (2020). Overcoming Systemic Barriers: Challenges in Teaching Science to Indigenous Students. International Journal of STEM Education, 7(1), 32-50.
  134. Smith, J., & Brown, L. (2024). Enhancing Science Education for Indigenous People: The Role of Community Engagement and Collaboration. Journal of Indigenous Education, 12(3), 45-62.
  135. Smith, J., Johnson, A., & Garcia, M. (2020). Addressing Language and Literacy Challenges in Science Education for Indigenous Peoples. Journal of Multilingual Education, 7(2), 112-129.
  136. Stevens, A. (2023). Institutional Support for Culturally Responsive Teaching in Science. Educational Administration Quarterly, 59(1), 45-62.
  137. Stokes, R. (2022). Building a Community of Practice: Teacher Collaboration in Indigenous Science Education. Teaching Science, 68(2), 24-30.Taylor, R. (2023). Place-Based Education: Connecting Science to Indigenous Communities. Environmental Education Research, 29(3), 215-230.
  138. Tan, K., & Lim, H. (2025). Enhancing Science Education Through Institutional and External Support Advocacy for Indigenous People. Journal of Indigenous Education Research, 10(1), 56-72.
  139. Tata, M., & Linton, C. (2021). Social and Emotional Learning for Indigenous Students: Implications for Science Education. Educational Psychology Review, 33(3), 793-812.
  140. The Work Bank (2023). Learning poverty in the Philippines linked to poor teaching quality – World Bank study | Philstar.com
  141. Thomas, F., & Hill, R. (2021). Empowering Indigenous Students through Inclusive Educational Policies. Australian Journal of Teacher Education, 46(6), 31-46.
  142. Thompson, A. (2023). Community Involvement in Science Education: A Pathway to Success for Indigenous Students. Educational Research Review, 18(4), 99-115.
  143. Torres, E. & Mendoza, A. (2022). Empowering Science Teachers through Professional Development: Integrating Indigenous Perspectives in the Classroom. Philippine Journal of Teacher Education, 11(3), 12-29.
  144. Torres, E. & Obispo, L. (2023). Utilizing Local Resources for Science Education: Engaging Indigenous Students through Practical Applications. Philippine Journal of Environmental Education, 9(1), 102-118.
  145. Turner, P., & Davis, J. (2022). Teacher Well-being in Indigenous Education: The Need for Support Systems. Australian Journal of Teacher Education, 47(5), 98-113.
  146. Valenzuela, J., M., R., Gamboa, S. C. P., Hicban, M. B., Martinez, A. A. S., Panlilio, B. J. D., Simbulan, J. D., & Danganan, C. G. (2022). Exploring the Experiences and Practices of Elementary Teachers in the Aeta Tribal Community: Revealing their Worth towards Excellence in Education. International Journal of Academic Multidisciplinary Research, 6(4), 467-476. http://www.ijeais.org/ijamr
  147. Vancouver, S. & Wells, J. (2021). Technology as a Tool for Cultural Connection in Science Education. Education and Information Technologies, 26(2), 1391-1406.
  148. Villanueva, F. & Ortega, S. (2022). Redefining Assessment: Culturally Responsive Evaluations in Science Education. Philippine Journal of Education Research, 25(3), 87-104.
  149. Villanueva, F., & Tan, I. (2023). Family Engagement in Science Education: Fostering Stronger Connections among Indigenous Communities. Journal of Family Studies, 29(1), 72-85.
  150. Waite, S., Cross, C., & Preston, M. (2020). Place-Based Education in Indigenous Science: A Strategy for Engagement. Educators Journal, 34(1), 45-56.
  151. Waling-Mauntol, J., & Padua, S. (2022). Uncovering Diversity in Social Studies Through Culturally Responsive Pedagogy Among Indigenous Students in The Philippines. International Journal of Advanced Multidisciplinary Studies, Volume II, Issue 12 December 2022, eISSN: 2799-0664
  152. Williams, K. (2023). Cultural Sensitivity in Teaching Science to Indigenous Students. Teaching and Teacher Education, 45(4), 78-89.
  153. Wisniewska, I. (2019). Teaching one-to-one (part 2). https://www.cambridgeenglish.org/Images/525582-teaching-one-to-one-part-2.pdf
  154. Wong, L., & Garcia, M. (2018). Fostering Student Growth through the Integration of Indigenous and Modern Scientific Knowledge in Science Education. Indigenous Education Journal, 5(2), 31-47.
  155. Wong, M., & Chen, L. (2025). Enhancing Science Education Through Creative and Interactive Teaching Methods for Indigenous People. Journal of Indigenous Education, 15(1), 32-47.
  156. Wright, T., & Keller, S. (2021). Teacher Identity as a Catalyst for Culturally Responsive Teaching in Science. International Journal of Science Education, 43(6), 867-884.
  157. Wulandari, A. A., Vianty, M., & Fiftinova, F. (2018). Using local culture as teaching materials for improving students’ reading comprehension. The Journal of English Literacy Education, 5(1), 11-24. https://doi.org/10.36706/jele.v5i1.5925
  158. Zidny, R., Solfarina, S., Ratna Sari S. A., Eilks, I. (2021). Exploring indigenous science to identify contents and contexts for science learning in order to promote education for sustainable development. Education Sciences, 9.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic