What question did this study set out to answer?

To analyze the publication profiles, epistemological frameworks, and pedagogical contributions of literature addressing the integration of local and scientific knowledge in formal basic education.

May 6, 2020Journal of Ethnobiology and EthnomedicineOpen Access

Local and scientific knowledge in the school context: characterization and content of published works

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Authors

MSMaria Carolina Sotero ÂAÂngelo Giuseppe Chaves AlvesUniversidade Federal Rural de Pernambuco JAJanaína Kelli Gomes ArandasUniversidade Federal Rural de Pernambuco

Discussion

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Implication

Systematic review reveals growing integration of local and scientific knowledge in basic education, highlighting the central role of teachers in culturally sensitive science learning.

Key Points

To analyze the publication profiles, epistemological frameworks, and pedagogical contributions of literature addressing the integration of local and scientific knowledge in formal basic education.
Searched Web of Science, Scopus, ScienceDirect, and SciELO using combinations of 14 ethnoscience terms and 20 education terms across English, Portuguese, and Spanish.
Categorized and evaluated recovered publications by bibliometric indicators (publication year, authors, countries) and qualitative content dimensions (theoretical foundations, application methods, community involvement).
Identified 494 contributing researchers within an expanding literature base, where 81% of studies were published in English and 64% of first authors were based in the USA, South Africa, Brazil, Canada, or Australia.
Identified multiculturalism, Vygotskian learning theory, postcolonial theory, constructivism, critical pedagogy, and argumentation theory as the predominant theoretical frameworks in works with explicit theoretical grounding.
Found that teacher training and qualitative interviews served as the principal mechanisms for implementing and recording knowledge integration within school environments.

Cite This Study

Sotero et al. (2020) studied this question.

synapsesocial.com/papers/6a11e9aab08ebdaba18e0f94 https://doi.org/10.1186/s13002-020-00373-5

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Implication

Systematic review reveals growing integration of local and scientific knowledge in basic education, highlighting the central role of teachers in culturally sensitive science learning.

Local and scientific knowledge in the school context: characterization and content of published works

Discussion

Member takes

Implication

Key Points

Cite This Study

Local and scientific knowledge in the school context: characterization and content of published works

Discussion

Member takes

Implication

Key Points

Cite This Study

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