Integrating perspectives from indigenous knowledge and Western science in secondary and higher chemistry learning to contribute to sustainability education

Abstract In this paper, we suggest integrating perspectives from indigenous and Western science into chemistry learning. Doing so is suggested to enhance students' views on sustainability issues. Integrating indigenous and Western views can provide students with insight into using multiple perspectives. Cross-disciplinary knowledge offers ways to solve problems more holistically and to promote respect for different worldviews. This claim is supported by a case study testing a lesson plan incorporating indigenous science in secondary and tertiary chemistry education. The study was carried out in Indonesia and used a socio-scientific issues-based, sustainability-oriented approach and the context of the Baduy community. University student teachers (n = 73) and upper secondary school students (n = 40) participated in this study. The study focuses on pesticide use, including a discussion of alternative, green pesticide use in an indigenous community. The lesson focuses on the role of different perspectives taken from indigenous and Western science and connects the issue with chemistry concepts from general and organic chemistry. A post-intervention questionnaire (ten Likert scale items and one open-ended question) was used to explore students' feedback regarding the learners' experiences and attitudes towards the lesson plan. Data were analyzed using descriptive statistics and text analysis. Our findings indicate that students' perception of the lesson was positive and that the lesson was considered to be interesting and relevant. Learning by integrating perspectives of indigenous and Western science aided students’ insight. It showed them that chemistry learning can be enriched by an interconnected system of worldviews in order to find solutions to sustainability issues.