Bridging Culture and Science: Teacher Perceptions of Inclusive and Contextualized Instruction

AUTHOR(S)

RUBY THERESE P. BANGUNAN ROGAR R. GARCIA, EdD

ABSTRACT

—— Learning science is culturally detached. I explored the promotion of cultural sensitivity and inclusivity in teaching Indigenous learners. I used a descriptive qualitative design, interviewed seven purposively selected teachers, and analyzed the data using thematic analysis. I discovered that the use of local tools, redefined teacher roles, respectful rules, community involvement, and collaborative teaching converged into an emerging theme that is a culturally rooted process that fosters meaningful learning, confidence, and a sense of belonging among learners. This process leads to culture-based science education fostering deeper understanding, meaningful application, cultural identity, confidence, active participation, and a strong sense of belonging among Indigenous learners. With this, I highlight localization, facilitating role, dialogue and respect, communitarianism, and collaboration as science education practices. Future studies may use regression and factor analysis to validate key predictors of culture-based science education. Science teachers should localize instruction, act as facilitators, promote respect, collaborate with communities, and share teaching roles. Keywords: cultural sensitivity, inclusivity, Indigenous learners, science teaching, teachers’ perceptions