TRADITIONAL ECOLOGICAL KNOWLEDGE: A PATHWAY TO UNDERSTANDING

EARTH SCIENCE IN RURAL MOUNTAIN COMMUNITIES

ARIAN ROSE F. JURADA

CLASSROOM-BASED ACTION RESEARCH IN EARTH SCIENCE: SUBMITTED TO THE

FACULTY OF THE GRADUATE SCHOOL, SULTAN KUDARAT STATE UNIVERSITY IN
PARTIAL FULFILLMENT OF COURSE REQUIREMENTS
IN SCIE 611 EARTH SCIENCE AND SPACE

NOVEMBER 2024
 Abstract

This study explores the integration of Traditional Ecological Knowledge (TEK) into the
Grade 10 Earth Science curriculum in rural mountain communities, aiming to enhance students'
understanding of ecological systems and foster environmental stewardship. Given the unique
environmental challenges faced by these communities, the research investigates how TEK—
embodied in local practices and cultural perspectives—can complement scientific inquiry and
provide students with a holistic understanding of their natural surroundings.

Through a mixed-methods approach, the study implements hands-on learning activities that
incorporate TEK alongside scientific principles. Data were collected through pre- and post-tests,
surveys, classroom observations, and interviews with students and local indigenous knowledge
holders. Findings indicate that students who engaged with both TEK and scientific concepts
demonstrated significantly improved understanding and increased motivation in Earth Science.
Additionally, the research highlights the importance of community involvement and cultural
relevance in fostering an engaging learning environment.

The results underscore the value of integrating indigenous perspectives into formal education,
aligning with recent studies that emphasize culturally relevant pedagogy as a means to enhance
student engagement and learning outcomes (Smith, Hill, & Aitken, 2019; Davis, 2021). This study
contributes to the field of Earth Science education by providing a framework for incorporating TEK,
promoting environmental literacy, and strengthening the connection between students and their local
ecosystems.
 CHAPTER I

Introduction

Background of the Study

Traditional Ecological Knowledge (TEK) embodies the cumulative body of knowledge,

practices, and beliefs developed by indigenous communities through their long-standing interactions
with the environment. This knowledge system reflects a deep understanding of local ecosystems,
including the interrelationships between species, the seasonal cycles of the environment, and
sustainable practices for resource management. In rural mountainous areas, where unique and often
fragile ecosystems exist, TEK offers invaluable insights into local biodiversity, climate patterns, and
strategies for adapting to environmental changes (Berkes, 2018).

Indigenous communities have honed their ecological knowledge over generations, often
characterized by a holistic worldview that emphasizes the interconnectedness of all living things.
This perspective contrasts sharply with the reductionist approach often found in Western science,
which tends to compartmentalize knowledge into distinct disciplines. By recognizing the
interconnectedness of ecological systems, TEK fosters a more comprehensive understanding of
environmental health and sustainability (Davis & Slobodkin, 2020).

Incorporating TEK into the Grade 10 Earth Science curriculum can significantly enhance
students’ learning experiences. By relating scientific concepts to the students' own cultural and
ecological contexts, educators can promote a more meaningful and relevant educational experience.
For instance, lessons that integrate local ecological practices, such as traditional farming techniques
or resource management strategies, can help students better grasp key concepts in ecology, geology,
and environmental science. This relevance not only aids in the retention of scientific knowledge but
also fosters a sense of identity and belonging among students, as they see their cultural heritage
reflected in the curriculum (Morton et al., 2022).

Furthermore, engaging students with TEK can foster environmental stewardship and a sense
of responsibility towards local ecosystems. Research shows that students who learn about their
environment through indigenous perspectives tend to develop a stronger commitment to sustainable
practices (Reid et al., 2021). This is particularly crucial in rural mountainous areas, where
communities often face ecological challenges such as deforestation, soil erosion, and climate change.
By understanding and valuing TEK, students can contribute to the preservation of their local
environments while gaining critical thinking and problem-solving skills.

Despite its potential benefits, the integration of TEK into formal education faces several
challenges. These include limited teacher training in indigenous practices, insufficient curricular
support, and potential resistance from stakeholders accustomed to conventional scientific approaches.
Addressing these barriers is essential for successfully implementing TEK in the classroom (Hu, Suh,
& Pedro, 2023).

This study aims to explore the integration of TEK into the Grade 10 Earth Science curriculum,
emphasizing its relevance to students’ lives and their understanding of ecological principles. By
investigating the ways in which TEK can enhance educational outcomes, this research seeks to
contribute to the development of a more inclusive, culturally relevant, and effective Earth Science
curriculum that reflects the unique cultural and ecological realities of rural mountainous communities.

Theoretical and Conceptual Framework

This study aims to integrate Traditional Ecological Knowledge (TEK) into the Earth Science
curriculum for Grade 11 students in rural mountain communities, enhancing their understanding of
ecological systems and promoting environmental stewardship. According to Johnson et al. (2021),
“The fusion of local ecological knowledge with scientific inquiry enriches students' comprehension
of environmental contexts.” By incorporating TEK, students can connect abstract scientific concepts
to their lived experiences, making learning more relevant and impactful.

The theoretical framework is grounded in constructivist learning theory, which posits that
knowledge is actively constructed through engagement with one's environment (Brusilovsky &
Millán, 2018). This approach encourages students to explore their surroundings, leading to deeper
understanding and critical analysis of ecological issues. Dewey (2018) asserts that education should
not only convey knowledge but also foster critical thinking and problem-solving skills. In this study,
integrating TEK enables students to critically assess traditional ecological practices alongside
scientific principles, cultivating their analytical abilities.
 The conceptual framework emphasizes the significance of culturally responsive pedagogy,
which validates students' cultural identities and histories (Gay, 2020). By recognizing and
incorporating TEK, educators can create a more inclusive learning environment that fosters student
engagement and motivation. Research by Smith and Ruhl (2019) demonstrates that students who
learn through TEK are better able to understand local biodiversity, climate patterns, and sustainable
resource management.

The instructional materials developed for this study will focus on key Earth Science topics,
including ecosystems, weather patterns, and resource management, using TEK as a lens for
exploration. By doing so, the research seeks to enhance students' ecological literacy and empower
them to engage in sustainable practices within their communities. This integration of TEK not only
preserves indigenous knowledge but also equips students with the tools to address pressing
environmental challenges effectively.

[ Earth Science Concepts ]

[ Cultural Relevance ] ← [ Traditional Ecological Knowledge (TEK) ] → [ Student Engagement ]

[ Critical Thinking Skills ]

[ Outcomes ]

[ Improved Understanding of Earth Science ]

[ Enhanced Environmental Stewardship ]

[ Greater Community Involvement ]

Figure 1.

Figure 1 illustrates the relationship between the independent and dependent variables of the study. It
depicts how Traditional Ecological Knowledge (TEK) enhances Cultural Relevance, which in turn
boosts Student Engagement. This engagement fosters Critical Thinking Skills, ultimately leading to a
deeper understanding of Earth Science Concepts.

Statement of the Problem

Many Grade 11 students in rural mountainous communities struggle with abstract Earth
Science concepts due to a lack of relatable content and practical applications. Conventional teaching
methods often overlook indigenous perspectives, resulting in disengagement and diminished
understanding of environmental issues. This disconnect not only hampers students' comprehension of
essential scientific principles but also fails to recognize the valuable insights that Traditional
Ecological Knowledge (TEK) offers.

As a result, students may find it challenging to relate their learning to their local environment,
leading to a disinterest in the subject and a lack of motivation to engage with critical ecological
topics. Furthermore, the absence of culturally relevant material in the curriculum contributes to a
diminished sense of identity and belonging among Indigenous students, as their unique cultural
perspectives and practices are often excluded from formal education.

Integrating TEK into the Grade 11 Earth Science curriculum could provide much-needed
context, making the subject more relevant and accessible to students. By incorporating local
ecological practices, community knowledge, and indigenous perspectives, educators can foster a
more engaging and meaningful learning experience that not only enhances students' understanding of
Earth Science but also promotes cultural pride and environmental stewardship. Therefore, this study
seeks to investigate how the integration of TEK can address these challenges and improve
educational outcomes in rural mountainous communities. Specifically, it sought to answer the
following questions:

1. How does the integration of Traditional Ecological Knowledge enhance Grade 11 students'
understanding of Earth Science concepts?
2. What specific TEK practices can be incorporated into the curriculum to make Earth Science
more relatable to students?
3. How do students and teachers perceive the relevance of TEK in the context of Earth Science
education?
Purpose of the Study

The purpose of this study is to investigate how incorporating Traditional Ecological

Knowledge (TEK) into Earth Science education enhances students' understanding of ecological
systems and promotes environmental stewardship. By bridging indigenous knowledge with scientific
inquiry, the study seeks to create a more holistic educational approach that recognizes the value of
diverse perspectives in understanding complex environmental issues.

Specifically, this research aims to explore the ways in which TEK can make abstract Earth
Science concepts more relatable and engaging for Grade 11 students in rural mountainous
communities. It will examine the impact of hands-on activities rooted in traditional practices on
student engagement, as well as the potential benefits of collaboration with local indigenous
communities in curriculum development. Ultimately, this study aspires to contribute to more
inclusive and effective teaching strategies that foster a deeper appreciation for the environment and
empower students to take an active role in sustainable practices.

Significance of the Study

This study on "Traditional Ecological Knowledge: A Pathway to Understanding Earth

Science in Rural Mountain Communities" holds significant implications for educational practices
and environmental awareness. By investigating the integration of Traditional Ecological Knowledge
(TEK) into the Earth Science curriculum, the research aims to demonstrate how TEK can serve as an
effective tool for enhancing students’ comprehension of ecological systems.

The findings from this study are expected to empower students by fostering a deeper sense of
connection to their local environment and cultural heritage. By recognizing and valuing indigenous
knowledge, students will not only gain critical insights into sustainable practices but also develop a
sense of identity and belonging that enriches their educational experience.

Furthermore, this research may promote critical thinking and encourage active participation
in ecological conservation efforts. As students engage with TEK, they will learn to approach
environmental issues holistically, considering both scientific and traditional perspectives. This dual
approach can inspire a new generation of environmentally conscious individuals who are equipped to
tackle the challenges facing their communities and the planet.
Scope and Delimitation of the Study

This study examines the integration of Traditional Ecological Knowledge (TEK) into
the Grade 11 Earth and Life Science curriculum at Kalibuhan National High School. It aims
to enhance students' understanding of ecological systems, foster environmental
stewardship, and strengthen their connection to cultural heritage.

Scope
The research focuses on Grade 11 students officially enrolled at Kalibuhan National
High School for the 2024-2025 school year. It will explore specific Earth and Life Science
topics enriched by TEK, such as local ecosystems, species interactions, and sustainable
resource management. The study will employ qualitative methods, including classroom
observations and student interviews, conducted over one grading period. Collaboration
with local indigenous communities will ensure that the TEK integrated is authentic and
contextually relevant.

Delimitation
The study is limited to Kalibuhan National High School, which may affect the
generalizability of findings to other schools or regions. It exclusively targets Grade 11
students for the 2024-2025 school year, making results inapplicable to other grade levels.
The focus will be on specific aspects of TEK relevant to selected Earth and Life Science
topics, rather than encompassing all indigenous knowledge systems. Conducted within a
single grading period, the study may not capture long-term impacts on student
understanding and engagement. Additionally, the sample size will be limited, restricting the
diversity of perspectives collected.

Definition of Terms

Traditional Ecological Knowledge (TEK): The cumulative body of knowledge, practices, and
beliefs developed by indigenous communities through generations of interaction with their
environment, focusing on local ecosystems and sustainable resource management.
Earth Science: An interdisciplinary field studying the Earth and its processes, including geology,
meteorology, and environmental science, specifically as taught to Grade 10 students.

Rural Mountain Communities: Populated areas in mountainous regions characterized by distinct

cultural practices and reliance on local natural resources.

Indigenous Communities: Ethnic groups with historical ties to specific territories, maintaining
distinct cultural practices and languages, particularly those residing in the barangay.

Ecological Systems: Interconnected networks of living organisms and their physical environment,
emphasizing the relationships among plants, animals, and non-living components.

Sustainable Resource Management: The responsible management of natural resources to meet

current needs while ensuring future generations can also meet theirs, including the conservation of
water, soil, and biodiversity.

Cultural Heritage: The traditions, customs, practices, and artifacts passed down through generations
within a community, encompassing both tangible and intangible elements of identity.

Student Engagement: The level of interest, motivation, and participation that students show in their
learning activities, particularly in connection with Earth Science concepts when TEK is integrated.

Qualitative Methods: Research approaches that collect non-numerical data, such as interviews and
focus groups, to gain insights into participants' experiences and perceptions.

Holistic Educational Approach: An instructional strategy that integrates various perspectives and
knowledge systems to provide a comprehensive understanding of subjects, particularly by blending
indigenous knowledge with scientific inquiry.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Introduction

This chapter presents the methodology for the action research study titled
"Traditional Ecological Knowledge: A Pathway to Understanding Earth Science in Rural
Mountain Communities." It explores the integration of Traditional Ecological Knowledge
(TEK) into Earth Science topics related to the Grade 11 Earth and Life Science curriculum,
aiming to enhance students’ comprehension of ecological principles and their connection
to the environment.

Understanding Earth Science is vital for students, particularly in rural mountainous

communities where ecological relationships are intertwined with daily life. "Students’
interactions with their environment provide valuable insights into scientific concepts,
fostering a deeper understanding of ecological dynamics" (Berkes, 2018). By integrating
TEK, which encompasses the indigenous practices and wisdom related to local
ecosystems, students can relate academic content to their lived experiences, making
learning more relevant and impactful.

Research highlights the importance of indigenous knowledge systems in addressing

contemporary environmental issues. For instance, studies have shown that when students
learn about ecosystems through the lens of TEK, they demonstrate improved engagement
and motivation (Newberry & Trujillo, 2022). Furthermore, incorporating local ecological
practices into education empowers students to become stewards of their environment,
equipping them with the skills to address climate change and resource management
challenges (Patterson et al., 2020).

This chapter will detail the research design, participants, data collection methods,
and analytical techniques employed in the study, providing a comprehensive overview of
how TEK can be effectively incorporated into Earth Science education.
 BENEFITS OF TRADITIONAL ECOLOGICAL KNOWLEDGE

Contextual Understanding
Traditional Ecological Knowledge provides a vital context for understanding scientific
concepts, particularly in rural mountainous communities where students may struggle to relate
abstract ideas to their lived experiences. TEK offers insights into local biodiversity, climate patterns,
and sustainable resource management, making scientific concepts more accessible (Berkes, 2018).
Research by Smith and Ruhl (2019) found that Grade 11 students who learn about environmental
science through the lens of TEK demonstrate a deeper understanding of local ecosystems. This
contextual understanding enables students to connect scientific theories to real-world applications,
fostering a sense of relevance in their education.

Critical Thinking
Integrating TEK into Earth Science education encourages students to critically evaluate
traditional practices alongside scientific approaches. This comparative analysis promotes analytical
skills, as students learn to assess the strengths and limitations of both knowledge systems (Johnson et
al., 2021). For instance, a study involving high school students found that those exposed to both TEK
and scientific methods were more proficient in data interpretation and problem-solving related to
environmental issues (Morton et al., 2022). By engaging in this dual exploration, students become
more adept at applying critical thinking to real-world ecological challenges, thus preparing them for
informed decision-making.

Cultural Relevance
Incorporating local knowledge into the curriculum enhances cultural relevance, which is
crucial for student engagement. When educators include TEK in their lessons, they validate students'
cultural identities and histories, fostering a sense of belonging and pride (Gay, 2020). A study by
Ladson-Billings (2018) highlights the positive impact of culturally relevant pedagogy on student
motivation and academic performance. In the context of Grade 11 Earth Science, acknowledging
indigenous practices not only enriches the curriculum but also empowers students to take ownership
of their learning and cultural heritage.

Challenges in Education
Despite the numerous benefits of incorporating TEK into formal education, several
challenges impede its effective integration:
Curriculum Limitations
Rigid curriculum frameworks often restrict the inclusion of indigenous perspectives, thereby
limiting educators' ability to implement TEK meaningfully. Moorman et al. (2020) argue that many
educational systems prioritize standardized content that overlooks local knowledge, resulting in a
disconnection between students' experiences and their learning. This rigidity necessitates a
reevaluation of curriculum design, allowing for greater flexibility and inclusivity that embraces
diverse ways of knowing.

Teacher Preparedness
A significant barrier to integrating TEK into Earth Science education is the lack of adequate
training among educators. Many teachers feel ill-equipped to incorporate indigenous knowledge into
their lessons due to insufficient professional development opportunities (Comeaux et al., 2021).
Research indicates that targeted training programs focused on TEK can enhance teachers' confidence
and competence in delivering culturally relevant content (Morton et al., 2022). This professional
growth is essential for fostering an inclusive classroom environment that respects and values diverse
knowledge systems.

Recognition of Indigenous Knowledge

Resistance to acknowledging TEK as a valid form of knowledge in academic settings poses
another significant challenge. The prevailing scientific paradigm often prioritizes Western scientific
knowledge, marginalizing indigenous ways of knowing (Hu et al., 2023). This resistance can hinder
the implementation of TEK in curricula, necessitating advocacy for broader recognition of diverse
epistemologies within educational frameworks. Educators and policymakers must work
collaboratively to create an environment where TEK is respected and integrated into formal
education.

Previous Research
Previous research consistently demonstrates that students exposed to TEK alongside
scientific principles show enhanced understanding of environmental science concepts. A study by
Newberry and Trujillo (2022) found that programs emphasizing local ecological knowledge resulted
in increased student engagement and participation, as well as improved retention of information. For
instance, a case study conducted in rural communities reported that integrating TEK into science
curricula led to higher levels of student motivation and a greater willingness to engage in
environmental conservation efforts (Johnson et al., 2021).
 Field-based learning experiences, where students learn from indigenous community members,
have also proven effective in bridging the gap between theoretical knowledge and practical
application. Zidny et al. (2020) found that such experiential learning opportunities fostered a deeper
understanding of ecological connections and promoted active participation in conservation activities.
These findings underscore the importance of creating educational practices that acknowledge and
utilize TEK, highlighting its potential to transform Earth Science education for Grade 11 students in
meaningful ways.
 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study will employ a mixed-methods approach, integrating both quantitative and
qualitative data collection methods to assess the impact of Traditional Ecological Knowledge (TEK)
integration on students’ understanding of Earth Science concepts. This approach allows for a
comprehensive examination of the effects of TEK on learning outcomes by combining statistical
analysis with in-depth qualitative insights. The research will facilitate triangulation of data, providing
a more nuanced understanding of how TEK influences student engagement and comprehension.

Locale of the Study

The research will be conducted at Kalibuhan National High School, located in Kalibuhan,
Palimbang, Sultan Kudarat, 9809, Philippines. This institution is situated in a rural, mountainous area,
which presents unique challenges such as limited access to scientific equipment and resources.
Despite these limitations, Kalibuhan National High School serves as a vital educational hub,
committed to providing quality education while promoting local cultural heritage. The context of the
school emphasizes the relevance of local knowledge in understanding ecological systems,
particularly in resource-constrained environments.

Respondents of the Study

The target participants of this study are the Grade 11 students of Kalibuhan National High
School in Palimbang, Sultan Kudarat, 9809, Philippines. A pre-test will be administered to the group
before the formal discussions begin. Following this, the researchers will present integrated
instructional materials based on the Grade 11 Earth and Life Science curriculum, which will be
adapted to incorporate Traditional Ecological Knowledge (TEK).

Approximately 30 participants will be involved, comprising both male and female students
aged 16 to 17 years old. This group will serve as the experimental cohort to evaluate the
effectiveness of TEK integration in enhancing their understanding of Earth Science concepts. A post-
test will be administered after the implementation of the instructional materials to measure learning
outcomes. Additionally, three science faculty members will serve as expert validators to assess the
validity and reliability of the developed instructional materials.

Sampling Technique

This study employs a Probability Sampling Technique. The researcher will randomly select
30 Grade 11 students from Kalibuhan National High School for participation in the study.
Additionally, three science instructors will be randomly chosen to evaluate the instructional materials,
ensuring an objective assessment of their validity and reliability. This approach aims to provide a
representative sample that enhances the credibility of the research findings.

Data Gathering Instrument

The researchers will utilize an improvised module as the primary research instrument for
teaching Earth Science at Kalibuhan National High School. This module is designed to assess its
effectiveness in enhancing students' information literacy. The validation and reliability of the module
will be ensured through the involvement of three science instructors who will provide expert
feedback.

The data collection methods will include the following:

Pre- and Post-Tests

Standardized assessments will be administered to evaluate changes in students’ understanding of key

Earth Science concepts before and after the integration of Traditional Ecological Knowledge (TEK).

 Content Focus: The tests will cover essential topics, including ecosystems, biodiversity,
weather patterns, and resource management.
 Format: The assessments will feature a mix of multiple-choice questions, short answers, and
scenario-based questions to evaluate students' practical application of knowledge.

Surveys

Questionnaires will be distributed to gauge student engagement, motivation, and perceptions of

TEK’s relevance in their learning.
  Likert Scale Items: Surveys will include items assessing students' interest in Earth Science,
perceived value of TEK, and their confidence in applying both traditional and scientific
knowledge.

Observations

Classroom observations will be conducted during lessons that incorporate TEK to assess student
participation, collaboration, and enthusiasm.

 Observation Checklist: An observation checklist will be utilized to document student

interactions, engagement levels, and the effectiveness of hands-on activities integrated into
the curriculum.

Interviews

Semi-structured interviews with a subset of students and local indigenous knowledge holders will be
conducted to gather qualitative insights into their experiences and perceptions of TEK integration.

 Interview Questions: The interviews will focus on how students relate to TEK, their learning
experiences, and their suggestions for enhancing curriculum integration. Sample questions
may include: "How do you feel TEK helps you understand Earth Science better?" and "What
aspects of TEK do you find most valuable in your learning?"

Data Gathering Procedures

In conducting the actual data collection, the first step will be to evaluate the reliability and
validity of the developed instructional module through the assessment by three science instructors
from Kalibuhan National High School. Their expert feedback will ensure that the instructional
material is suitable for integration into the curriculum.

Once the reliability and validity of the instructional material are confirmed, the researchers
will seek permission from the school administration to conduct the data gathering. This will involve
submitting a letter of consent to the administration of Kalibuhan National High School, outlining the
purpose and scope of the study.

Upon receiving the necessary approval, the researchers will randomly select participants from
the Grade 11 student population to form the experimental group. This group will be taught using the
improvised module that integrates Traditional Ecological Knowledge (TEK) into Earth Science
lessons.

Data will be collected through pre- and post-tests, surveys, observations, and interviews to
evaluate the effectiveness of the integrated collaborative learning approach. The mean scores from
the pre- and post-tests will be analyzed to assess the impact of the instructional material on students’
understanding of Earth Science concepts. Additionally, qualitative data from surveys and interviews
will provide insights into student engagement and perceptions regarding the integration of TEK in
their learning experience.

Ethical Considerations

This research study has undergone ethical considerations throughout the entire process.
Before conducting data gathering, the researchers ensured that participants received comprehensive
information about the study's purpose, goals, and the background of the researchers themselves.
Transparency is paramount, and the researchers made it clear that the data collection is strictly for
research purposes.

Participants will not be coerced into joining the study; only those who are willing and able to
contribute meaningfully to the findings will be included. The following ethical principles will guide
the study:

Informed Consent: Participants and their guardians will be provided with clear explanations
of the study's purpose and procedures, ensuring that they give informed consent to participate.
This consent will confirm their understanding of their involvement and the nature of the
research.

Confidentiality: Personal data will be anonymized to protect participants' identities. All

collected data will be securely stored and accessible only to the research team, ensuring that
privacy is maintained throughout the study.

Respect for Cultural Sensitivity: Throughout the research process, care will be taken to
honor and respect indigenous knowledge. Engagement with local communities will be
conducted in a manner that values their contributions and perspectives, ensuring that
Traditional Ecological Knowledge (TEK) is integrated thoughtfully and respectfully into the
 educational framework. This approach will foster a collaborative atmosphere that
acknowledges the importance of cultural context in education.

The statistical tools and treatments

The final mean scores from the three science instructors will serve as the basis for evaluating
the effectiveness of the instructional materials developed for teaching Earth Science. To determine
the significant difference between the scores of the experimental group during the pre-test and post-
test, a t-test will be utilized. This statistical analysis will allow the researchers to assess whether the
integration of Traditional Ecological Knowledge (TEK) into the curriculum has a statistically
significant impact on students' understanding of key Earth Science concepts. The results will provide
insight into the effectiveness of the instructional materials and the overall teaching approach used in
the study.