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1

Fackelmann, Kathy A. "Ethnobiology." Science News 143, no. 13 (March 27, 1993): 207. http://dx.doi.org/10.2307/3977314.

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2

Hunn, Eugene. "Ethnobiology in Four Phases." Journal of Ethnobiology 27, no. 1 (March 2007): 1–10. http://dx.doi.org/10.2993/0278-0771_2007_27_1_eifp_2.0.co_2.

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I recognize four phases of ethnobiology: I, II, III, and IV. Ethnobiology I begins well before the formal naming of ethnobiology as a scholarly endeavor at the end of the 19th century. This initial phase has been widely characterized, albeit over simply, as essentially utilitarian. Ethnobiology II was elaborated in the cognitive/linguistic anthropology of the 1960s. Ethnobiology III integrates knowledge with practice, stressing the ecological consequences of knowledge applied to make a living. Ethnobiology IV emphasizes the rights of indigenous peoples to control their traditional knowledge. I elaborate this framework here and consider how these diverse perspectives might be integrated more effectively in the future.
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3

Wolverton, Steve. "Ethnobiology 5: Interdisciplinarity in an Era of Rapid Environmental Change." Ethnobiology Letters 4 (January 21, 2013): 21–25. http://dx.doi.org/10.14237/ebl.4.2013.11.

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Ethnobiology 5 stems from Eugene Hunn’s four phases of the history of ethnobiology and focuses on the relevance of ethnobiological research in the context of environmental and cultural change. It refers to a contemporary phase of the field’s historical development. In this paper, I argue that ethnobiology is preadapted to be a scholarly umbrella for a number of disciplines that concern human-environment interactions, suggesting that one goal of Ethnobiology 5 is to bridge traditional academic boundaries in order to broaden the community of ethnobiologists. Another goal of Ethnobiology 5 is to capitalize on and communicate the relevance of ethnobiological scholarship for solving problems related to contemporary environmental and cultural crises. Indeed, ethnobiology is not a subfield of any traditional discipline and by the nature of its name bridges humanities, social science, and science. Ethnobiology has always been interdisciplinary in terms of its subject matter, yet its community of scholars is relatively small compared to mission-driven disciplines, such as conservation biology. Venues for publication and presentation of ethnobiological research, as well as how ethnobiologists portray their research, are critical to growing ethnobiology.
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4

Clément, Daniel. "L'Ethnobiologie / Ethnobiology." Anthropologica 40, no. 1 (1998): 7. http://dx.doi.org/10.2307/25605870.

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5

Flachs, Andrew, Elizabeth A. Olson, John M. Marston, and Andrew Gillreath-Brown. "Mentoring is an Intellectual Pillar of Ethnobiology." Ethnobiology Letters 10, no. 1 (December 4, 2019): 104–8. http://dx.doi.org/10.14237/ebl.10.1.2019.1656.

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Ethnobiology relies on community partnerships and relationships between elders or other knowledge keepers and students. Our Society of Ethnobiology, like all academic organizations, has its own issues with discrimination and abuses of power. But more than other academic disciplines, contemporary ethnobiology is practiced with and strengthened by close, respectful working relationships. As such, we offer our thoughts on the lessons ethnobiology brings to mentorship and accountability while outlining some of the specific steps we are taking as an academic and practicing community.
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6

Gonzalez-Rivadeneira, Tania Ivanova, Radamés Villagómez-Resendiz, and Alessio Barili. "The Current Status of Ethnobiology in Ecuador." Ethnobiology Letters 9, no. 2 (September 21, 2018): 206–13. http://dx.doi.org/10.14237/ebl.9.2.2018.1174.

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This article gives an account of the current status of ethnobiology in Ecuador. Our goal is a generalized diagnosis of Latin America’s ethnobiological research production, which portrays Ecuadorian ethnobiology as practically non-existent. We perform an updated search of online databases, using a range of keywords, to show that elements of an ethnobiological research program are indeed present in Ecuadorian scholarship. While ethnobotany is the most developed sub-discipline of ethnobiology in Ecuador, there is also research on ethnomedicine, ethnozoology, and, to a lesser extent, ethnomycology. The development of these sub-disciplines promotes further ethnobiological scholarship in Ecuador. Beyond these sub-disciplines, ethnobiology is interwoven with contemporary anthropological accounts that emphasize the relationships between nature and culture and shine a light on the epistemic plurality of ethnobiology. If ethnobiology in Ecuador is distinguished by an epistemic plurality—understood through these different styles of reasoning—then it can be characterized without being confined to sub-disciplines with the ethno- prefix.
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7

Albuquerque, Ulysses Paulino de. "Editorial: Medical Ethnobiology." Open Complementary Medicine Journal 2, no. 2 (July 6, 2010): 20. http://dx.doi.org/10.2174/1876391x01002020020.

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8

Nagaoka, Lisa, and Steve Wolverton. "Archaeology as Ethnobiology." Journal of Ethnobiology 36, no. 3 (October 2016): 473–75. http://dx.doi.org/10.2993/0278-0771-36.3.473.

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9

Gallois, Sandrine, and Victoria Reyes-García. "Children and Ethnobiology." Journal of Ethnobiology 38, no. 2 (July 2018): 155–69. http://dx.doi.org/10.2993/0278-0771-38.2.155.

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10

Fernández-Llamazares, Álvaro, and Dana Lepofsky. "Ethnobiology through Song." Journal of Ethnobiology 39, no. 3 (September 19, 2019): 337. http://dx.doi.org/10.2993/0278-0771-39.3.337.

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11

Wolverton, Steve, Cynthia Fowler, and David Cozzo. "Introducing Ethnobiology Letters." Ethnobiology Letters 1 (July 12, 2010): 1–2. http://dx.doi.org/10.14237/ebl.1.2010.59.

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12

Benthall, Jonathan. "Rights to Ethnobiology." Anthropology Today 9, no. 3 (June 1993): 1. http://dx.doi.org/10.2307/2783117.

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13

Pierotti, Raymond. "Explorations in Ethnobiology: The Legacy of Amadeo Rea." Ethnobiology Letters 5 (November 13, 2014): 126–28. http://dx.doi.org/10.14237/ebl.5.2014.286.

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Review of Explorations in Ethnobiology: The Legacy of Amadeo Rea. Marsha Quinlan and Dana Lepofsky, eds. 2013. Society of Ethnobiology, Denton, TX. Pp. 310, color illustrations, maps, tables. $56.95 (paperback). ISBN 978‐0988733008.
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14

Baptista, Geilsa Costa Santos. "What is the Purpose of Ethnobiology in Biology Teacher Training?" Science Education International 29, no. 2 (May 27, 2018): 96–102. http://dx.doi.org/10.33828/sei.v29.i2.4.

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This article aims to discuss the purpose of ethnobiology in biology teachers’ training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyzes were conducted inductively, using categories based on the teachers’ answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students’ cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the biology teachers’ training guiding his/her practices and giving the opportunity to identify students’ cultural knowledge that can be used in an intercultural dialog with the biology taught in schools; hence, it is imperative to offer training courses for teachers as a starting point.
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15

Ludwig, David. "Does Cognition Still Matter in Ethnobiology?" Ethnobiology Letters 9, no. 2 (November 1, 2018): 269–75. http://dx.doi.org/10.14237/ebl.9.2.2018.1350.

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Ethnobiology has become increasingly concerned with applied and normative questions about biocultural diversity and the livelihoods of local communities. While this development has created new opportunities for connecting ethnobiological research with ecological and social sciences, it also raises questions about the role of cognitive perspectives in current ethnobiology. In fact, there are clear signs of institutional separation as research on folkbiological cognition has increasingly found its home in the cognitive science community, weakening its ties to institutionalized ethnobiology. Rather than accepting this separation as inevitable disciplinary specialization, this short perspective article argues for a systemic perspective that addresses mutual influences and causal entanglement of cognitive and non-cognitive factors in socio-ecological dynamics. Such an integrative perspective requires a new conversation about cognition in ethnobiology beyond traditional polarization around issues of cognitive universals and cultural relativity.
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16

Quave, Cassandra L., Keri Barfield, Nanci Ross, and Karen C. Hall. "The Open Science Network in Ethnobiology: Growing the Influence of Ethnobiology." Ethnobiology Letters 6, no. 1 (January 22, 2015): 1–4. http://dx.doi.org/10.14237/ebl.6.2015.321.

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17

HUNN, EUGENE. "ETHNOBIOLOGY IN FOUR PHASES." Journal of Ethnobiology 27, no. 1 (March 2007): 1–10. http://dx.doi.org/10.2993/0278-0771(2007)27[1:eifp]2.0.co;2.

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18

Wolverton, Steve, Kimberlee J. Chambers, and James R. Veteto. "Climate Change and Ethnobiology." Journal of Ethnobiology 34, no. 3 (October 2014): 273–75. http://dx.doi.org/10.2993/0278-0771-34.3.273.

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19

Begossi, Alpina, and Rodrigo Caires. "Art, fisheries and ethnobiology." Journal of Ethnobiology and Ethnomedicine 11, no. 1 (2015): 16. http://dx.doi.org/10.1186/1746-4269-11-17.

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20

Welch, James R. "Ethics in Ethnobiology Publication." Ethnobiology Letters 3 (December 29, 2012): 96–97. http://dx.doi.org/10.14237/ebl.3.2012.30.

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With the recent multiplication of traditional and electronic venues for publishing in ethnobiology, the social sciences, the life sciences, and related fields, it is increasingly important that authors practice self-diligence to ensure that the contents of their publications meet criteria of veracity and ethical soundness. Although the peer-review process encourages high standards, it is an insufficient means for verifying the ethical worthiness of most publications. The ethical merits of published research derive from a cumulative process including formulating a research design, obtaining permissions, collecting and analyzing data, and finally composing and submitting a manuscript. Unfortunately, there is no failsafe ethical gatekeeper at any stage of the process. The importance of ethical publishing is all the more important in the field of ethnobiology, as professionals in the field often cross the intellectual and methodological boundaries between disciplines, and their research often involves multiple stakeholders in widespread jurisdictions.
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21

Kufer, Johanna. "Ethnobiology and biocultural diversity." Journal of Ethnopharmacology 83, no. 1-2 (November 2002): 170–71. http://dx.doi.org/10.1016/s0378-8741(02)00247-7.

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22

Albuquerque, Ulysses Paulino. "Directions In Brazilian Ethnobiology." Ethnobiology Letters 14, no. 1 (December 11, 2023): 69–79. http://dx.doi.org/10.14237/ebl.14.1.2023.1862.

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This manuscript examines the prevailing trends within the field of ethnobiology in Brazil and highlights its departure from the traditional dichotomy that partitions ethnobiological inquiry into utilitarian and cognitive perspectives. Instead of an extensive review of the diverse perspectives within the Brazilian ethnobiological landscape, this article primarily highlights the author’s specific viewpoint. As such, this paper outlines some of the orientations and inventive trajectories within the field, emphasizing their origin within the rich academic legacy of Brazil.
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23

Nabhan, Gary Paul, Felice Wyndham, and Dana Lepofsky. "Ethnobiology for a Diverse World Ethnobiology Emerging From a Time of Crisis." Journal of Ethnobiology 31, no. 2 (December 2011): 172–75. http://dx.doi.org/10.2993/0278-0771-31.2.172.

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24

Hunn, Eugene. "To Know Them is to Love Them." Ethnobiology Letters 5 (December 30, 2014): 146–50. http://dx.doi.org/10.14237/ebl.5.2014.297.

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I connect the theoretical emphasis that motivated the cognitive ethnobiology of the 1960s and early 1970s with the contemporary emphasis on promoting ethnobiology as contributing to biodiversity conservation. I use the words of a popular song to highlight the necessary, if problematic, links between knowing nature – the focus of cognitive ethnobiology, loving nature, and acting to conserve nature. I argue that a highly elaborated knowledge of the living things in one's local environment is characteristic of Indigenous and other deeply rooted communities, which are dependent on sustainable harvests of local natural resources. Furthermore, this extensive knowledge goes hand in hand with a deep emotional engagement with those species (“love”), which is in turn powerful motivation to treat those species with respect, absent dominance of profit motives. I suggest in conclusion that ethnobiology may best contribute to biodiversity conservation by documenting the detailed knowledge of and cultural appreciation for biodiversity evident in such rooted communities – an effort that has defined the ethnobiological project for over the past half century. The wider community of activists dedicated to biodiversity conservation may thus better know and thus appreciate – respect, if not “love” – those who live with and depend for their livelihood on this biodiversity.
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25

Winiasri, Linda, Tomi Apra Santosa, Yohandri Yohandri, Abdul Razak, Festiyed Festiyed, and Zulyusri Zulyusri. "Ethno-Biology Learning Model Based on Design Thinking to Improve Students' Critical Thinking Skills." Jurnal Penelitian Pendidikan IPA 9, no. 9 (September 25, 2023): 7767–74. http://dx.doi.org/10.29303/jppipa.v9i9.4213.

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This study aims to investigate the effect of an ethnobiology learning model based on design thinking on students' critical thinking skills. The research is a type of quasi-experimental research with a randomized control group pretest-postest design. The population of this study came from SMA Negeri 12 Kerinci. The research sample came from two classes, namely class XI MIPA (experimental class) and class MIPA 3 (control class) totaling 42 students. The experimental class group used the ethnobiology learning model while the control class group used the conventional learning model. The sampling technique is random sampling. The research instrument was an objective test of critical thinking skills. Data analysis was quantitative statistical analysis with the help of SPSS version 26. The results of this study showed that the average value of posttest and N-gain critical thinking skills of classes that obtained ethnobiology learning based on design thinking was better than classes that used conventional learning. The t-test results show that the ethnobiology learning model based on design thinking has an effect on critical thinking skills sig. < 0.05 (0.00 < 0.05). Students' thinking skills in the experimental class obtained an average score of 82.30 with an N-gain value of 0.72
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26

Wolverton, Steve, Justin M. Nolan, and Waquar Ahmed. "Ethnobiology, Political Ecology, and Conservation." Journal of Ethnobiology 34, no. 2 (July 2014): 125–52. http://dx.doi.org/10.2993/0278-0771-34.2.125.

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27

Morris, Brian. "Ethnobiology, Social Change and Displacement." Anthropology Today 20, no. 6 (December 2004): 23–24. http://dx.doi.org/10.1111/j.0268-540x.2004.00316.x.

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28

Nabhan, Gary Paul. "Ethnobiology for a Diverse World: Microbial Ethnobiology and the Loss of Distinctive Food Cultures." Journal of Ethnobiology 30, no. 2 (September 2010): 181–83. http://dx.doi.org/10.2993/0278-0771-30.2.181.

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29

Nabhan, Gary Paul, Kimberlee Chambers, David Tecklin, Eric Perramond, and Thomas E. Sheridan. "Ethnobiology for A Diverse World Defining New Disciplinary Trajectories: Mixing Political Ecology with Ethnobiology." Journal of Ethnobiology 31, no. 1 (March 2011): 1–3. http://dx.doi.org/10.2993/0278-0771-31.1.1.

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30

Purwanto, Yohanes. "The Role of Ethnobiology in Responding to Current Problems in the Management of Biological Resources and Ecosystems in Indonesia." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 508–25. http://dx.doi.org/10.14738/assrj.88.10693.

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ABSTRACT Ethnobiology is defined as the scientific study of the cultural knowledge possessed by various communities. It is also related to the techniques used in the management of biological resources, and the position of those communities in their cosmic cultural vision. This study discusses the role of development and perspectives of ethnobiology in Indonesia for managing the diversity of biological resources and their ecosystems sustainably. The results of ethnobiological studies can describe the problems, potentials, and opportunities to develop the diversity of biological natural resources and their ecosystems as a source of life for the community in a sustainable manner. The current problems faced in the management of biological resources are socio-culture, limitations and disregard for science and technology, weak institutions, inability to arrange spatial planning, inaccurate determination of development priorities, misperceptions and misconception about biodiversity, policy fragmentation and inability to manage biological resources, enforcement of certification, and climate change. Therefore, ethnobiological studies must be able to reveal the benefits and potentials of biological resources and their ecosystem and provide a foundation for the management and advancement of biodiversity sustainably to increase national prosperity and development. Keywords: Ethnobiology, Biodiversity, Management, Sustainability
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31

Fowler, Cynthia T., and Scott Herron. "The Long Program for Ethics in Ethnobiology." Ethnobiology Letters 9, no. 1 (July 11, 2018): 1–3. http://dx.doi.org/10.14237/ebl.9.1.2018.1356.

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Ethics is a core interest of practicing ethnobiologists and a function of healthy relationships between individuals, cultures, researchers, and the foci of study. Changing times and cultural identities require clear reflections among scientists and responsive interactions with the individuals and cultures who work with ethnobiologists. This Ethnobiology Letters special issue, “Ethics in Ethnobiology,” explores the diverse ways in which intentional conversations about ethics guide us as we encounter unforeseen circumstances and witness changing values in ourselves as well as our collaborators. Moreover, by integrating the ethics of diverse interlocutors into their own research endeavors, these authors illustrate how ethnobiologists listen deeply to the values of their research collaborators.
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32

Gaoue, Orou G., Jacob K. Moutouama, Michael A. Coe, Matthew O. Bond, Elizabeth Green, Nadejda B. Sero, Bezeng S. Bezeng, and Kowiyou Yessoufou. "Methodological advances for hypothesis‐driven ethnobiology." Biological Reviews 96, no. 5 (May 30, 2021): 2281–303. http://dx.doi.org/10.1111/brv.12752.

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33

Berlin, Elois Ann, and Brent Berlin. "Some Field Methods in Medical Ethnobiology." Field Methods 17, no. 3 (August 2005): 235–68. http://dx.doi.org/10.1177/1525822x05277532.

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34

Marston, John M., Andrew Flachs, and Elizabeth Anne Olson. "Publishing in Ethnobiology Letters in 2018." Ethnobiology Letters 9, no. 2 (November 10, 2018): 283–88. http://dx.doi.org/10.14237/ebl.9.2.2018.1432.

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35

Rajan, S., M. Sethuraman, and Pulok K. Mukherjee. "Ethnobiology of the Nilgiri Hills, India." Phytotherapy Research 16, no. 2 (2002): 98–116. http://dx.doi.org/10.1002/ptr.1098.

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36

Sunariyati, Siti, Suatma Suatma, and Yula Miranda. "EFFORTS TO IMPROVE SCIENTIFIC ATTITUDE AND PRESERVATION OF LOCAL CULTURE THROUGH ETHNOBIOLOGY-BASED BIOLOGICAL PRACTICUM." EDUSAINS 11, no. 2 (December 28, 2019): 255–63. http://dx.doi.org/10.15408/es.v11i2.13622.

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UPAYA PENINGKATAN SIKAP ILMIAH DAN PELESTARIAN BUDAYA LOKAL MELALUI PRAKTIKUM BIOLOGI BERBASIS ETNOBIOLOGI AbstrakPotensi lokal yang ada di sekitar sekolah pada umumnya belum banyak dimanfaatkan secara maksimal sebagai sumber belajar biologi, oleh sebab itu perlu dikembangkan praktikum biologi berbasis etnobiologi sebagai upaya pelestarian budaya lokal.Tujuan penelitian ini adalah 1) mengkaji pengetahuan Etnobiologi dan meningkatkan sikap ilmiah peserta didik SMA melalui praktikum biologi. 2) mengintegrasikan budaya lokal masyarakat suku Dayak Ngaju di wilayah Kabupaten Gunung Mas pada materi pelajaran biologi. Tahap pertama merupakan penelitian deskriptif kualitatif, pada tahap ini dilakukan pengkajian potensi lokal berbasis etnobiologi meliputi sumber daya alam hewan, tumbuhan dan potensi lokal lainnya, yang dimanfaatkan masyarakat.Tahap kedua dilaksanakan praktikum biologi berbasis etnobiologi pada peserta didik kelas X di tiga SMA wilayah Kabupaten Gunung Mas dengan menggunakan angket respons peserta didik terhadap pelaksanaan praktikum. Hasil penelitian menunjukkan terdapat peningkatan sikap ilmiah setelah mendapatkan pembelajaran biologi berbasis etnobiologi dibanding kelompok kontrol dengan rata-rata skor sebesar 0,47 (kriteria sedang).Budaya lokal perlu didokumentasikan dan diajarkan kepada generasi berikutnya untuk menghindari kehilangan budaya lokal di wilayah setempat.AbstractLocal potentials that exist around the school, in general, have not been maximally utilized as a source of biology learning. Therefore, it needs to be developed learning biology-based on ethnobiology efforts of preservation of local culture. The purpose of this research is 1) to study the knowledge of ethnobiology and to improve the scientific attitude of the learner of high school students through biology practicum. 2) integrate the local culture of the Dayak Ngaju tribe community in the Gunung Mas District area in biology subject matter. The first stage is qualitative descriptive research. At this stage conducted an assessment of local potency based on ethnobiology covering natural animal resources, plants, and other local potencies, which is utilized by society. The second stage is practicum based on ethnobiology biology of class X students in three high schools in Gunung Mas District by using the questionnaire of students' responses to the practicum implementation. The results showed that there was an increase in scientific attitude after obtaining biology learning based on ethnobiology- compared to the control group with an average score of 0.47 (medium criterion). Local culture needs to be documented and taught to the next generation to avoid losing local culture in the local area.
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37

Flachs, Andrew, Elizabeth A. Olson, John M. Marston, and Maria C. Bruno. "Ethnobiology After Four Years of Socioecological Violence." Ethnobiology Letters 12, no. 1 (January 22, 2021): 16–18. http://dx.doi.org/10.14237/ebl.12.1.2021.1750.

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38

Nabhan, Gary Paul. "Perspectives in Ethnobiology: Ethnophenology and Climate Change." Journal of Ethnobiology 30, no. 1 (March 2010): 1–4. http://dx.doi.org/10.2993/0278-0771-30.1.1.

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39

Kuhnlein, Harriet V. "How Ethnobiology Can Contribute to Food Security." Journal of Ethnobiology 34, no. 1 (March 2014): 12–27. http://dx.doi.org/10.2993/0278-0771-34.1.12.

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40

Khadka, Narendra B. "The Endangered Raute Tribe: Ethnobiology and Biodiversity." Banko Janakari 8, no. 2 (July 15, 2017): 44. http://dx.doi.org/10.3126/banko.v8i2.17784.

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41

Zimmerer, Karl S., Judith A. Carney, Brent Berlin, Ted L. Gragson, Ben G. Blount, Douglas L. Medin, Scott Atran, et al. "Report on Geography and the New Ethnobiology." Geographical Review 91, no. 4 (October 2001): 725. http://dx.doi.org/10.2307/3594729.

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42

Brown, Cecil H. "Lexical Acculturation and Ethnobiology: Utilitarianism versus Intellectualism." Journal of Linguistic Anthropology 5, no. 1 (June 1995): 51–64. http://dx.doi.org/10.1525/jlin.1995.5.1.51.

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43

Zimmerer, Karl S. "Report on Geography and the New Ethnobiology." Geographical Review 91, no. 4 (October 1, 2001): 725–34. http://dx.doi.org/10.1111/j.1931-0846.2001.tb00251.x.

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44

Albuquerque, Ulysses Paulino, Edwin L. Cooper, Maria Franco Trindade Medeiros, Rômulo Romeu Nóbrega Alves, and Ana H. Ladio. "Medical Ethnobiology and Ethnopharmacology in Latin America." Evidence-Based Complementary and Alternative Medicine 2012 (2012): 1–2. http://dx.doi.org/10.1155/2012/379160.

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45

Flachs, Andrew, and Joseph D. Orkin. "Fermentation and the Ethnobiology of Microbial Entanglement." Ethnobiology Letters 10, no. 1 (July 18, 2019): 35–39. http://dx.doi.org/10.14237/ebl.10.1.2019.1481.

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Fermentation preserves and transforms foods through autochthonous or introduced microorganisms. Fermentation is of special interest to ethnobiologists because it relies on place- and practice-based knowledge, local flora and microbial taxa, is sensitive to cultural and ecological conditions, and illuminates the interactions through which communities shape and are shaped by the world around them. In this short topical review, we discuss recent anthropological and ethnobiological research into fermentation, arguing that this topic deserves further attention during the current moment of microbial interest across social and natural sciences. We present a typology of scholarship on human-microbial relationships that delineates three intellectual camps in this literature: neo-cultural ecology, microbiopolitics, and the environmental humanities. In light of biomedical and scientific attention to microbes—not only as threats but also as complex and beneficial actors in our lives—it is crucial to understand how socioecological practices including growing, preparing, and consuming fermented foods sustain microbial communities, heritage foodways, and human wellbeing.
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46

Welch, James R., John M. Marston, and Elizabeth A. Olson. "Plurality in Ethnobiology: A Look Towards 2017." Ethnobiology Letters 7, no. 1 (December 30, 2016): 106. http://dx.doi.org/10.14237/ebl.7.1.2016.861.

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47

González-Rivadeneira, Tania I. "The ‘biocultural approach’ in Latin American ethnobiology." Studies in History and Philosophy of Science 101 (October 2023): 24–29. http://dx.doi.org/10.1016/j.shpsa.2023.08.001.

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48

Hoffer, Adam. "Paul Sillitoe (ed.). Local Science vs. Global Science: Approaches to Indigenous Knowledge in International Development." Suomen Antropologi: Journal of the Finnish Anthropological Society 33, no. 4 (January 1, 2008): 100–101. http://dx.doi.org/10.30676/jfas.v33i4.116468.

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PAUL SILLITOE (ed.). Local Science vs. Global Science: Approaches to Indigenous Knowledge in International Development. Studies in Environmental Anthropology and Ethnobiology vol. 4. New York: Berghahn Books, 2007. Pp. 300. ISBN 978-1-84545-014-4 (hardback).
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49

Oluseyi Abike Ajayi, Olanrewaju Hakeem Akintoye, Olugbenga Gabriel Akindoju, and Franklin Onowugbeda. "Impact of ethnobiology-based instruction and peer tutoring on the achievement of senior secondary school biology students in Ogun state southwest Nigeria." World Journal of Advanced Research and Reviews 18, no. 1 (April 30, 2023): 1197–207. http://dx.doi.org/10.30574/wjarr.2023.18.1.0737.

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This study investigated the impact of Ethnobiology-Based instruction Peer Tutoring on Achievement of Senior Secondary School Biology Students in Ogun State. The study employed Explanatory sequential mixed-methods approach. The quantitative approach was quasi experimental pretest-posttest non-equivalent group design. Three research questions and one hypothesis was formulated to guide the study. The population of the study comprised of all Biology students in public Senior Secondary Schools in Abeokuta zone. Purposive sampling technique was used to select six Public Schools from two zones (Abeokuta South and Abeokuta North). Biology students in six intact classes of SSS III took part in the study. The sample size of 313 biology students with 101 students in the experimental group 1 (48 male and 53 female), 117 students in the experimental group 2 (57 male and 60 female) and 95 students in control group (38 male and 57 female) which were taught the same biology content for a period of four weeks. The experimental groups received instructions through the use of Ethnobiology-Based Instruction and Peer Tutoring while the control group was taught using lecture method. The data gathering instruments were Biology Achievement Test (BAT) and Students Semi-structured Interview Guide (SSIG). The reliability coefficient of the BAT was established using test- retest and yielded 0.87. Descriptive statistics in form of mean, standard deviation and histogram plot were used to answer the research question while the hypothesis was tested using ANCOVA at 0.05 level of significance. The inferential analysis of hypothesis one has a significant difference on Students’ academic achievement in Biology (F (2,309) = 386.85; p < 0.05), this indicated that the hypothesis is hereby rejected since a significant difference is obtained. The results from the study revealed that the treatments positively improved the academic achievements of students and the students taught using ethnobiology-based instruction had higher test result and outperformed those in Peer Tutoring and lecture method group, but the students in Peer tutoring group also performed better than those in lecture method group. This implies that Ethnobiology-Based instruction is more effective in enhancing Students’ performance in biology and it helps to break barriers to meaningful learning of biology. Based on the findings of this study, it was recommended that Biology teachers should relate learning to students’ cultural views and encourage peer tutoring.
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50

Stepp, John R. "Mountain Ethnobiology and Development in Highland Chiapas, Mexico." Mountain Research and Development 20, no. 3 (August 2000): 218–19. http://dx.doi.org/10.1659/0276-4741(2000)020[0218:meadih]2.0.co;2.

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