Relevant bibliographies by topics / Ethnoscience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Ethnoscience'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Ethnoscience"

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Anatri Desstya and Amalia Dwi Oktaviani. "Needs Analysis the Development of Ethnoscience-Based Batik (Ethnostik) on Material Changes Form in Elementary School." Jurnal Elementaria Edukasia 7, no. 2 (June 30, 2024): 2866–77. http://dx.doi.org/10.31949/jee.v7i2.9207.

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This research is motivated by the need for ethnoscience-based teaching materials to increase student’s love for local wisdom in Indonesia. The purpose of this study: a) evaluate the shortcomings of the use of teaching materials, b) determine the teacher’s understanding of ethnoscience, c) describe the teacher’s experience in using ethnoscience-based teaching materials, d) analyze the urgency of Ethnosciense-Based Batik (ETHNOSTIK) teaching materials in elementary schools. The research design in Research and Development, 4D model on the define stage. The research subjects were 6 teachers from 4th grade of SDN 04 Lempong, SDN Telukan 02, SDN Gelaran 1, SD 06 Al Islam Al fajar Surakarta, SDIT Nurul Huda Pracimantoro. Data collection techniques used questionnaires and interviews. The data were analyzed descriptively. Triangulating sources and techniques tested data validity. The results of this study are: a) the lack of use of teaching materials in the aspect of materials and practically, b) teachers consider ethnoscience as the utilization of goods around, c) the application of the ethnoscience-based teaching materials by several teachers has positive impact on students, d) 100% of teachers agree to develop teaching materials on the phasing transition that raise the Laweyan Batik Solo process for elementary school students. Keywords: Teaching Materials; Ethnoscience; Batik
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Sari, Feby Permata, Maryati Maryati, and Insih Wilujeng. "Ethnoscience Studies Analysis and Their Integration in Science Learning: Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 3 (March 31, 2023): 1135–42. http://dx.doi.org/10.29303/jppipa.v9i3.2044.

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Ethnoscience is a learning approach related the actual knowledge of the community to scientific knowledge. This article aims to analyze the study of ethnosciences and their integration with science learning for the last five years published in journals indexed by SCOPUS and SINTA This is qualitative research using a literature review of 20 articles selected based on the paper classification form (PCF). Ethnoscience Learning can be related with culture and local wisdom to the local environment. The results of the paper classification form for research in the field of science, physics, chemistry, and biology. Analysis results show that ethnoscience learning can be integrated with other learning approaches and models, such as contextual, collaborative learning, context-based learning, direct instruction, problem-based learning, and project-based learning. Based on this study, the application of ethnoscience learning can train, improve, and provide a positive effect on competencies in the 21st century, such as critical thinking, creativity, generic science skill, concepts understanding, character, chemical literacy, and scientific literacy
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Setiyaningsih, Yunita, Rohman Dijaya, and Suprianto Suprianto. "Ethnosciences Based Augmented Reality on Botanical Garden." JUITA: Jurnal Informatika 9, no. 2 (November 30, 2021): 173. http://dx.doi.org/10.30595/juita.v9i2.10602.

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Ethnosciences in natural knowledge needs to be developed as a learning material and insight. In the field of education, ethnoscience is not optimal if it is applied in theory or books. Along with the times, the theory of ethnoscience will be displaced by modern technology, therefore the means of knowledge need to be upgraded to more advanced media to gain new experiences, especially for future generations. Researchers are looking for an ethnoscience approach in the field of technology by taking samples of observations of plant species in the Botanical Gardens. The technology used to develop this media is Markerless Augmented Reality based on Android applications. Researchers use 3D plant model objects from plant species in functions for the environment, including: Waste particle absorbing plants; CO2-absorbing and O2-producing plants; Odor-absorbing/removing plants; Plants to deal with flooding; Absorbent/odor depressant plants; Plants to overcome inundation, Groundwater conservation plants; Beach safety and abrasion plants. The results of the implementation and testing of the application are built and run with the android.apk device. This application is called EARBot (Ethnoscience Based Augmented Reality on Botanical Garden) which is an educational application of knowledge about ethnoscience that uses Markerless Augmented Reality technology.
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Nurhasnah*, Nurhasnah, Lufri Lufri, and Asrizal Asrizal. "Effect Size Analysis of the Implications Ethnoscience Approach to the Improvement of 21st Century Skills in Science Learning." Jurnal IPA & Pembelajaran IPA 6, no. 3 (September 21, 2022): 287–99. http://dx.doi.org/10.24815/jipi.v6i3.26116.

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Indonesia has a variety of cultures so it has a variety of local knowledge related to natural knowledge that can be used as a study of scientific knowledge. Local knowledge of natural knowledge is known as ethnoscience. Integration of ethnosciences into science learning can facilitate the various skills possessed by students. This study aims to analyze the effects of ethnoscience approaches in science learning. This research is a meta-analysis study. Research data were obtained by searching for national articles and international articles in 2017-2021 based on predetermined criteria, namely having data pretest and posttest. The search was carried out on google scholar with the keyword "ethnoscience", "science education", "biology education", "chemical education", "physical education", and "local culture". Next, as many as 26 articles were analyzed by measuring the size of the article effect. Based on the results of the data analysis carried out, the results show that the ethnoscience approach in science learning has a positive influence on improving students' abilities and is effectively used in the learning process of science 1.12 with a high category. Knowing the effects of the ethnoscience approach in science learning, it can be a choice of approach that realizes the purpose of learning science in schools and becomes one of the forums for preserving local culture for the next generation
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Suciyati, Alfi, I. Gusti Putu Suryadarma, and Paidi Paidi. "Integration of ethnoscience in problem-based learning to improve contextuality and meaning of biology learning." Biosfer 14, no. 2 (October 12, 2021): 201–15. http://dx.doi.org/10.21009/biosferjpb.18424.

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Meaningful learning can be carried out by adapting learning to local culture and traditions. Ethnoscience is a set of knowledge identified in a community and can be used as the learning base to create contextual and meaningful learning for students. This study aims to find more information about ethnoscience-based biology learning. The research method used was a literature study. The literature used mainly discusses ethnoscience, ethnoscience learning, and learning methods. The instrument used in this study was a summary table of all related articles, following the summary table made by Cronin et al. (2008). This research produces a new conceptual framework which is a synergy between ethnoscience and problem-based learning. This research also generates six procedures for designing ethnoscience-based learning and five steps to integrate ethnoscience into Problem-based Learning. The integration of ethnoscience in problem-based learning can increase the contextuality and meaning of biology learning and can be applied to maintain local culture. This study recommends the use of procedures resulted from this study to design ethnoscience-based learning and integrate ethnoscience learning into Problem-Based Learning.
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Saija, Maryone, and Dominggus Tahya. "CAN THE ETHNOSCIENCE-BASED INQUIRY LEARNING MODEL IMPROVE STUDENTS’ SCIENCE PROCESS SKILLS?" Molluca Journal of Chemistry Education (MJoCE) 13, no. 1 (January 26, 2023): 40–46. http://dx.doi.org/10.30598/mjocevol13iss1pp40-46.

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This study aims to determine the increase in students' science process skills by applying an ethnoscience-based inquiry learning model to colloid system material from a public high school in West Seram. The type of research used is descriptive-quantitative. The sample used in this research was 30 students in class XI IPA. Data collection techniques in this study were test techniques in the form of a pre-test and a post-test. The results showed that the application of the ethnoscience-based inquiry learning model succeeded in improving students' science process skills, with an increased score calculated based on the results: the average value before learning was 26.29 and increased after learning with an average value of 80.50. The average value of N-gain is 0.74, indicating an increase in students' science process skills in the high category. Encouraging chemistry teachers to explore other ethnosciences to teach colloid systems is necessary.
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Hidaayatullaah, H. N., N. Suprapto, E. Hariyono, B. K. Prahani, and D. Wulandari. "Research Trends on Ethnoscience based Learning through Bibliometric Analysis: Contributed to Physics Learning." Journal of Physics: Conference Series 2110, no. 1 (November 1, 2021): 012026. http://dx.doi.org/10.1088/1742-6596/2110/1/012026.

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Abstract The research purposes are 1) Analyse the results of bibliometric mapping visualization on research trends ethnoscience-based learning and its contribution to physics learning, 2) Analyse author collaboration on research trends ethnoscience-based learning, and 3) Recommendations for future ethnoscience research in physics learning. In this research, the descriptive method is applied with a bibliometric approach. Data was obtained through the Scopus and Google Scholar databases published in the period 2011-2020. The results showed that ethnoscience-based learning made a major contribution to science learning at the elementary to junior high school level and physics at the high school to university level. Ethnoscience can be integrated with learning innovations in schools and can also train/improve students’ thinking skills. Ethnoscience also dominates the social sciences. The recommended research trends in the Scopus and Google Scholar databases are physics learning about ethno-stem, development of ethnoscience-based physics teaching materials, ethnoscience-based physics learning to train students’ scientific literacy and problem-solving skills.
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Murwitaningsih, Susanti, and Maesaroh Maesaroh. "Ethnoscience in Indonesia and It’s Implication to Environmental Education: A Systematic Literature Review." Jurnal Penelitian Pendidikan IPA 9, no. 10 (October 25, 2023): 903–11. http://dx.doi.org/10.29303/jppipa.v9i10.5447.

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Cultural diversity and knowledge are valuable resources for expanding the concept of ethnoscience. Indonesia, with thousands of islands, is the wisdom of local communities in agriculture, the environment, traditional medicine, food, clothing, entertainment, human contact with nature, and other fields. This publication includes descriptive data from ethnoscience research in science learning in Indonesia and its significance using the SLR method. In Indonesia, ethnoscience research trends in learning are dominated primarily by research and development with research groups in the form of: integration of local knowledge in the curriculum, use of technology in ethnoscience learning, ethnoscience-based environmental education, and development of ethnoscience-based contextual learning materials.
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Diastuti, Indah Mei, and Anas Ahmadi. "Ethnography of Science: A Literature Review." Deiksis 16, no. 2 (June 5, 2024): 212. http://dx.doi.org/10.30998/deiksis.v16i2.22726.

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<p class="7Abstract"><em>The study of how certain communities or ethnic groups perceive and comprehend science is known as ethnoscience. This discipline investigates how various communities use, comprehend, and interpret science. While some communities could be more skeptics and hesitant to adopt new science and technology, others might be more receptive to both. Beliefs, culture, and religion may all have an impact on how society applies science.</em><em> </em><em>In addition, ethnoscience investigates the ways in which science affects society. An educational strategy called ethnoscience links the actual knowledge of a society to scientific understanding . It is a new type of ethnography that allows cultural researchers to develop grassroots ideas based on ethno and folk without necessarily accepting western cultural theories that may be irrelevant.Ethnoscience is an interdisciplinary field of study that combines the principles of ethnography and science. This field aims to understand the relationship between culture and science. This article discusses the origins of ethnoscience, the scope of the field of ethnoscience studies, and the future of ethnoscience. Ethnoscience encompasses a variety of scientific disciplines, including anthropology, sociology, history, and philosophy of science. One of the main research areas in ethnoscience is the study of indigenous knowledge systems. Ethnoscience also studies the relationship between science and religion. Ethnoscience can help us understand how scientific knowledge is produced and used in different cultural contexts.</em></p>
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Hikmawati, Hikmawati, I. Wayan Suastra, and A. A. Istri Agung Rai Sudiatmika. "Assessment in Science Learning Based on Ethnoscience." Jurnal Penelitian Pendidikan IPA 7, no. 3 (July 13, 2021): 443–51. http://dx.doi.org/10.29303/jppipa.v7i3.736.

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This study aims to describe the assessment of ethnoscience-based science learning. The research data were collected through field observations and literature review. The research data were analysed descriptively. The results showed that: 1) there are five learning dimensions associated with ethnoscience-based assessment in science learning; 2) there are six dimensions of science related to ethnoscience-based assessment in science learning; 3) the type of assessment in ethnoscience-based science learning, divided based on the types of tests and non-tests; 4) construction of ethnoscience-based learning outcomes tests can be made from understanding to higher order thinking (HOT); 5) The ethnoscience-based essay test includes story questions about Sasak Sade Village, Bau Nyale Tradition, Sesek Weaving, Gendang Beleq, and Poteng Reket
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Dissertations / Theses on the topic "Ethnoscience"

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Nuti, Milena. "Ethnoscience : examining common sense." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/1383224/.

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In this thesis I trace ideas about naturalistic inquiry into commonsense understanding through Chomsky's work. I argue that the resulting picture significantly illuminates both the nature of `common sense' and existing interdisciplinary debates surrounding it. Specifically, I claim that progress in investigating the nature of humans' commonsense understanding of psychology (folk psychology) has been hampered by the same kind of methodological dualism which for so long haunted scientific accounts of language. Following Chomsky, I discuss in general how a rationalist inquiry into cognitive domains other than language could proceed by positing `learning theories' for organisms in given domains, LT (0, D), and attempting to characterize their interaction with experience and the resulting knowledge structures. I further consider how the Language Faculty and a Science Forming Faculty might contribute to our introspective awareness of the understanding of the world delivered to us by core commonsense principles. In particular, taking into account methodological insights gained from the study of language, I put forward a view of a Psychology Faculty and I adapt some ideas from Grice (1975) as a first step towards a positive proposal. Evidence from current developmental and ethological research is presented in support of my position. I thus draw out substantial similarities both between the study of language and the study of commonsense psychology, and between the objects of study in each case. By defusing possible philosophical objections to the comparison, I articulate a detailed defence of my claims.
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MWAMBA, MPUTU MUKOLE. "Metamorphose de la technique, civilisation et apocalypse. Archeologie et prospective sur les conditions des sciences et techniques dans une societe responsable." Université Marc Bloch (Strasbourg) (1971-2008), 1998. http://www.theses.fr/1998STR20038.

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La technique etait le prolongement de l'homme dans le systeme naturel. Elle le servait en tant qu'instrument pour le liberer des contraintes de la nature. Dans le systeme technicien, la technique commence a asservir l'homme. Elle passe par lui et empiete le domaine naturel qu'elle desacralise finalement pour se sacraliser elle-meme. Des lors, la technoscience commence a regner au sein de la societe comme une deesse a qui on peut rendre un culte reel. Une civilisation se profile dans cette societe devenue technicienne, hedoniste : la civilisation technicienne. L'imminence du danger d'apocalypse semblable aux anciennes catastrophes diluviennes se manifeste. Ce danger s'accroit en parallele avec le progres technique qui est lui-meme indispensable aux exigences socio-economiques. Ce dilemme nous conduit a preconiser des voies et moyens susceptibles de permettre a la societe technicienne de sortir de l'impasse, a savoir : - elle se doit d'abord de repenser sa responsabilite ; - ensuite, qu'elle accepte de renouer ses liens avec la nature, - ou qu'elle en arrive a pratiquer une ethique de la technique ; - qu'elle se donne enfin le besoin de reconstruire des nouvelles disciplines scientifiques gravitant autour de la science ethique
Technology was the extension of man in a natural system. It served him as an instrument that freed him the contraints of nature. In the technical system, technology is beginning to enslave man. Through him it has been able to encroach upon the natural sphere which it has finally desacralized in order to sanctify itself. Ever since technoscience has begun to rule from the heart of society like a goddes which is actualy worshipped. The outline of a civilization has appeared in this society which has become technological and hedonistic : the technological civilization. The eminent danger of an apocalypse similair to the ancien diluvian catastrophes are manifesting themselves. This danger is increasing in conjunction with the technical progress which is indispensable to socio-economic demands. This dilemma leads us to recommend ways and means susceptible of allowing this technological society to emerge from this dead-end, to know : - it must first of all rethink its responsiblity ; - then, it must accept the renewal of its ties with nature, - or it must succeed in practising an ethical technology ; - to finally provide itself with the need to reconstruct new scientific disciplines which gravitate around ethical science
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Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.

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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impact focused on the teachers’ ability to implement the strategy, the electrostatics knowledge gained by learners, the learners’ argumentation ability, and the motivational and confidence levels of both teachers and learners. The sample comprised eight schools (the science teachers and their Grade Ten Physical Science learners) in the Uitenhage District of Education of the Eastern Cape Province of South Africa. Qualitative data were generated via interviews, classroom observations, pre- and post test questionnaires with open-ended questions to evoke meaningful responses that could not be anticipated by the research, and argumentation writing frames for both teachers and learners. Limited quantitative data were generated via the argumentation writing frames and the more close-ended questionnaire questions. The findings of the teacher and learner argumentation frames and the teacher checklists which revealed that the intervention impacted positively on the teachers’ ability to integrate IKS into their teaching practice. The use indigenous knowledge as the context for argumentation appears to have been a more effective way of introducing the concept than doing so within a scientific context (which the learners found difficult). The intervention facilitated an enhanced level of understanding on lightning, and assisted with the creation of the “third space” and border crossing between IKS and western science. The individual interviews disclosed the teachers’ improved ability to integrate IKS, IKS improving the facilitation of the argumentation strategy, and their improved motivation and confidence.
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Monngakgotla, Oabona C. "Policy makers knowledge and practices of intellectual property rights on indigenous knowledge systems in Botswana." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-123004/.

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Kimbugwe, Francis Kambugu. "An investigation of factors which influence integrating indigenous knowledge of medicinal plants into the learning programme for Grade 9 General Science." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003506.

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This study explores knowledge of some medicinal plants amongst the sub-urban community of and around a township in the Eastern Cape province. This qualitative interpretivist case study presents the prior knowledge of medicinal plants possessed by Grade 9 learners, which is used as a springboard toward interviewing traditional healers, herbal practitioners and lecturers at a university in the departments of Botany and Pharmacy. The data obtained from the informants reveals the factors that can influence integration of indigenous knowledge of medicinal plants in the learning programme for grade 9 General Science. These factors include: prior knowledge and enthusiasm of Grade 9 learners and teachers, support of the community which include parents, traditional healers, herbal practitioners and professionals who could introduce indigenous knowledge of medicinal plants into formal education, availability of resource materials and complexity of identifying pharmacologically tested plants from other indigenous medicinal plants. The analysis and discussion of the findings, have led me to conclude that the enthusiasm of learners who have a rich background of indigenous knowledge on medicinal plants is likely to be hampered by the unenthusiastic teachers as well as the reluctance of herbal practitioners in their communities to part with this knowledge. Hence I recommend that teachers be motivated through workshops and in-service training, conducted by goverr\ment paid herbal practitioners using the prior knowledge of learners as a stepping-stone.
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Alam, Mahbub. "Slaves of water : indigenous knowledge of fisheries on the floodplain of Bangladesh." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1656/.

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Zazu, Cryton. "Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes : a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1267/.

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Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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Netshifhefhe, Shandukani Rudolf. "The compilation of indigenous knowledge regarding insect pests in small-scale farming communities in North Eastern South Africa." Pretoria: [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06302005-113354.

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Cambray, Garth Anton. "African mead biotechnology and indigenous knowledge systems in iQhilika process development." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003988.

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While the production of mead, a fermented honey beverage, has declined in popularity around the world in recent centuries, a substantial mead industry continues to exist in Africa with an estimated annual production of 1 to 1.7 billion litres. This is largely an ‘invisible industry’, and has functioned outside the formal economy due to proscription of indigenous beverages during colonial times. The traditional African mead industry is, however, also now under pressure due to the environmental degradation of scarce natural ingredients, urbanisation and loss of indigenous knowledge systems (IKS) and, with time, the beverage will likely follow the declining trend of mead consumption observed elsewhere. An analysis of early reports of African mead production suggested that the Khoi-San, among the earliest inhabitants of the continent, are the originators of the mead making techniques which use fibrous plant materials derived from specific plant species, to facilitate mead fermentation in some way. The Eastern Cape represents a region with a large body of Khoi-San IKS preserved in their descendants among the Afrikaans and Xhosa populations. A survey to establish a baseline of mead-making technology in the Eastern Cape was undertaken, and involved interviewing traditional mead makers across an area of roughly 100 000 km2, showing that the mead, iQhilika(Xhosa) Kari (Khoi-San/Afrikaans), is produced using a very similar process throughout the region. This involves the roots of a Trichodiadema sp. plant (imoela – Xhosa, karimoer – Afrikaans/Khoi-San), honey, extract of brood and/or pollen and water. Various other fruit sugar sources were also found to be added at times producing seasonal beverages with unique organoleptic properties. A model traditional iQhilika production operation was investigated in order to describe the main features of the process. Biomass immobilised on Trichodiadema root segments was found to be distributed evenly through the profile of the bioreactor resulting in a well mixed fermentation and a productivity of 0.74 g EtOH/l/h. In the initial stages of fermentation, the ethanol yield was highest in the mid-regions of the bioreactor, but with time the regions closer to the surface, which had atmospheric contact had a higher yield. This phenomenon was attributed to aerobic fatty acid synthesis which allowed the yeast close to the surface to function more efficiently despite rising ethanol concentrations. The mead contained 44.25 g/l (7 % volume) ethanol produced in a fermentation time of 43.5 h. Yeast biomass in the traditional process was either immobilised in the form of flocs or attached to the Trichodiadema intonsum support. Electron microscopy revealed that the cells were covered in a layer of extra-cellular polymeric substance apparently assisting the immobilization, and which was populated by a consortium of yeasts and bacteria. Yeasts isolated from iQhilika brewed in two regions separated by 350 km were found to be very closely related Saccharomyces cerevisiae strains as determined by molecular genetic analysis. The traditional beverage was found to contain populations of Lactic acid bacteria (LAB), which are known spoilage organisms in other beverages. Spoilage characteristics of these organisms matched descriptions of spoilage provided by the IKS survey. Other possibly beneficial LAB, which may contribute useful flavour compounds, were also found to be present in the system. The basic functional aspects of the traditional process were used to design a continuous bench-scale tower bioreactor and process development was based on the IKS survey. This consisted of a packed bed bioreactor, consisting of 2 mm3 T. intonsum root segments, immobilising a novel Saccharomyces cerevisiae strain isolated from a traditional batch of iQhilika. The bioreactor performed well with a yield of close to the theoretical maximum and an ethanol productivity of 3.45 g EtOH/l/h. The parameters of the 5.6 l/d bench-scale bioreactor were used to design a full-scale production bioreactor with a planned maximum output of 330 l/d. This bioreactor had a productivity of 0.19 g EtOH/l/h. The organoleptic properties of the product produced were considered by a taste panel to be better than those of the product of the bench-scale tower bioreactor. This research was based on the development of IKS which imposed a number of constraints and obligations on the project to ensure environmental, and social, in addition to financial viability of the scale-up operation. Makana Meadery was established in partnership with Rhodes University as an empowerment company which, in addition to undertaking the commercialisation of the iQhilika process, would also develop methods for the production of scarce ingredients traditionally unsustainably sourced from fragile ecosystems, provide beekeeping training and the manufacture of beehives.
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Books on the topic "Ethnoscience"

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Paulus, Gerdes, and Baloi Mário, eds. Explorations in ethnomathematics and ethnoscience in Mozambique. [Maputo]: Ethnomathematics Research Project, Instituto Superior Pedagógico, 1994.

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Elizabeth, Misbah Zulfa. Cina Muslim: Studi ethnoscience keberagamaan Cina Muslim. Edited by Anam Ahmad Syifaul. Semarang: Walisongo Press, 2009.

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Elizabeth, Misbah Zulfa. Cina Muslim: Studi ethnoscience keberagamaan Cina Muslim. Semarang: Walisongo Press, 2009.

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Elizabeth, Misbah Zulfa. Cina Muslim: Studi ethnoscience keberagamaan Cina Muslim. Edited by Anam Ahmad Syifaul. Semarang: Walisongo Press, 2009.

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1946-, Terajima Hideaki, and Shinohara Tōru 1945-, eds. Esuno saiensu. Kyōto: Kyōto Daigaku Gakujutsu Shuppankai, 2002.

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Dei, George J. Sefa. Emancipationist thoughts and development: The possibilities of African indigenous knowledge in the academy. Festac Town, Lagos [Nigeria]: Adeniran Ogunsanya College of Education, 2004.

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Khongkraphan, Phaiwan. Phūmpanyā chāobān thō̜ngthin Sukhōthai. [Sukhothai]: Sūn Watthanatham Čhangwat Sukhōthai, 1999.

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Kānčhanaprasœ̄t, Nongkhrān. Rāingān kānwičhai rư̄ang sưksa phūmpanyā thō̜ngthin nai kānphalit singkhō̜ng khrư̄angchai dōi chāi thēknōlōyī chāobān khō̜ng prachākō̜n nai Čhangwat Phitsanulōk læ Sukhōthai: A study on wisdom for material product of population in Phitsanulok and Sukhothai Province. [Phitsanulok]: Samnakngān Saphā Sathāban Rātchaphat, 2002.

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Gbodossou, Erick Vidjin' Agnih. Protection des droits de propriété intellectuelle: Guide pratique. [Sénégal]: Edition Metraf, 2003.

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1935-, Agrawal D. P., Shah Manikant, and Jamal Sameer, eds. Traditional knowledge systems and archaeology with special reference to Uttarakhand. New Delhi: Aryan Books International, 2007.

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Book chapters on the topic "Ethnoscience"

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Stewart, Georgina M. "Ethnoscience." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_362-6.

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Stewart, Georgina M. "Ethnoscience." In Encyclopedia of Science Education, 401–2. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_362.

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McCluskey, Stephen C. "Hopi and Puebloan Ethnoastronomy and Ethnoscience." In Handbook of Archaeoastronomy and Ethnoastronomy, 649–58. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6141-8_48.

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Torrens, Francisco, and Gloria Castellano. "Ethnoscience, Alternative Medicine, Inflammation, and Pain Models." In Natural Products Pharmacology and Phytochemicals for Health Care, 133–45. Includes bibliographical references and index.: Apple Academic Press, 2020. http://dx.doi.org/10.1201/9781003057932-9.

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Bougleux, Elena. "Ethnoscience and Spatial Representations of Changing Environments." In Scientific Visual Representations in History, 331–55. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11317-8_12.

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Sukkerveer, L. Jan. "5. Ethnoscience, ’Tek’ and its Application to Conservation." In Cultural and Spiritual Values of Biodiversity, 167–260. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1999. http://dx.doi.org/10.3362/9781780445434.005.

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Nelson-Barber, Sharon, Elise Trumbull, Ursula Sexton, and Zanette Johnson. "Indigenous Rural Students’ Attitudes and Perceptions About Ethnoscience in STEM Instruction." In Sociocultural Explorations of Science Education, 239–62. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4_13.

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Muchena, Olivia N., and Eric Vanek. "46. From Ecology through Economics to Ethnoscience: Changing perceptions on natural resource management." In The Cultural Dimension of Development, 505–11. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444734.046.

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Fikriyah, Aida, Eva Ari Wahyuni, Bayu Sandika, and Tri Cahyanto. "Identifying the Ethnoscience of Bivalves in Madura Beach and Its Integration in Science Learning." In Proceedings of the 6th International Conference on Current Issues in Education (ICCIE) 2023, 92–99. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-245-3_11.

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D'Ambrosio, Ubiratan. "Ethnoscience and Ethnomathematics : The evolution of Modes of Thought in the Last Five Hundred Years." In Studies in History of Mathematics Dedicated to A.P. Youschkevitch, 59–71. Turnhout: Brepols Publishers, 2002. http://dx.doi.org/10.1484/m.dda-eb.4.01002.

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Conference papers on the topic "Ethnoscience"

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Alatas, F., Norhasanah, T. Al Farizi, and E. Hertanti. "Ethnoscience-based physics of Indonesian Betawi culture." In IWOSP 2021, INTERNATIONAL WORKSHOP ON STATISTICAL PHYSICS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0123875.

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Nurmaliati, Azmi Asra, Festiyed, Yohandri, and Minda Azhar. "Analysis of ethnoscience based science learning tools." In TOWARD ADAPTIVE RESEARCH AND TECHNOLOGY DEVELOPMENT FOR FUTURE LIFE. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0117531.

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Misbah, M., P. D. Amrita, Z. Zainuddin, N. Muhammad, I. R. Ermawati, U. A. Deta, K. Syahidi, and Mohd Ali Ibrahim. "Ethnoscience Sasirangan: A review as science learning resources." In IWOSP 2021, INTERNATIONAL WORKSHOP ON STATISTICAL PHYSICS. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0123822.

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Andayani, Yayuk. "Teacher’s Perception Towards Student Work Sheets with Ethnoscience Approach." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.066.

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Harefa, Nelius, Leony Sanga Lamsari Purba, Nova Irawati Simatupang, Adi Nugroho, Elferida Sormin, and Rai Pandudita. "Students’ perceptions of the ethnoscience “Dekke Naniura” virtual laboratory." In ELECTRONIC PHYSICS INFORMATICS INTERNATIONAL CONFERENCE (EPIIC) 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0210230.

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Sholahuddin, Arif, Nurlaila Hayati, Rilia Iriani, Parham Saadi, and Eko Susilowati. "Project-based learning on ethnoscience setting to improve students’ scientific literacy." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043571.

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Asra, Azmi, Nurmaliati, Festiyed, Imelda Riani, and Rindi Genesa Hatika. "Study of traditional games about physics ethnoscience learning in the Tambusai district." In TOWARD ADAPTIVE RESEARCH AND TECHNOLOGY DEVELOPMENT FOR FUTURE LIFE. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0115287.

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Basyari, Iin Wariin, Endang Herawan, and Ayu Hartini. "Designing Social Sciences Worksheets Based on Ethnoscience: A natural stone artisans community." In Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/isseh-18.2019.75.

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Izzah, Siti Nurul, S. Sudarmin, W. Wiyanto, and APB Prasetyo. "The Development of Science Learning Document Grounded on STEM-Approach Integrated Ethnoscience." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.111.

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Silvia Melyasari, Nindy, Suyatno Sutoyo, and Wahono Widodo. "Scientific Literacy Skill Of Junior High School Student Using Ethnoscience Based Learning." In Seminar Nasional Kimia - National Seminar on Chemistry (SNK 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/snk-18.2018.30.

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