Biodiversity is one of the critical themes embedded within the national curriculum parallel with the National Biodiversity Policy. In the educational system, the binomial nomenclature is used in classifying the living organisms from all kingdoms, including Plantae. Biological organisms are normally given formal descriptions and official names according to taxonomical identification. Problems arise when students are not familiar with these scientific descriptions and terminologies due to the lack of reading and practice. As these biological organisms exist around us, locals are also exposed and able to identify them. Yet, they used a different terminologies referring to the same species. Hence, the major purpose of this study is to blend scientific descriptions and terminologies derived from local knowledge in teaching and learning to enhance students’ understanding. This is a case study on 20 undergraduate students from Diploma of Science who enrolled in Biodiversity-related courses in a local University. These participants were exclusively given lessons which were integrated with the local knowledge. The dependent t-test shows a significant difference in their pre-and post-performance test. Implementing local knowledge in identifying plants species is an ingenious move proven to encourage students’ interest in classifying the organisms’ species.
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In-Text Citation: (Musa, Hasmi, Ismail, & Noor, 2018)
To Cite this Article: Musa, N. N., Hasmi, N. A., Ismail, H. N., & Noor, S. M. (2018). Improving Teaching and Learning through Integration of Local Knowledge: A Case Study on Biodiversity Related Subjects. International Journal of Academic Research in Business and Social Sciences, 8(1), 609–618.
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