Ethnobotany in contemporary science education: Meanings, experiences, and relevance among college learners in the Philippines

Abstract

Background: This study explored the meanings, experiences, and perceived relevance of ethnobotany in contemporary science education among college learners in the Philippines while documenting their ethnobotanical knowledge as supporting evidence. It sought to understand how learners experience ethnobotany, the meanings they assign to it, and its perceived role in science learning.

Methods: A descriptive phenomenological design complemented by ethnobotanical documentation was employed. Twenty-four college learners from a state university in the Philippines participated in semi-structured interviews and completed an ethnobotanical documentation sheet. Interview data were analyzed using Colaizzi’s phenomenological method, while ethnobotanical data were analyzed through frequency of citation (FC) and relative frequency of citation (RFC) to identify commonly recognized plant species and their uses.

Results: Participants documented 38 plant species belonging to 24 botanical families, with Vitex negundo L. (Lagundi), Blumea balsamifera (L.) DC. (Sambong) and Psidium guajava L. (Bayabas) emerging as the most frequently cited species (RFC =1). Family members and elders were identified as the primary sources of ethnobotanical knowledge. Thematic analysis revealed that ethnobotany is experienced as everyday knowledge, learned through family and community interactions, and strengthened through lived experiences. Participants perceived ethnobotany as a bridge between culture and science, a tool for understanding scientific concepts, and a means of preserving indigenous and local knowledge. They also emphasized its value in promoting contextualized learning, environmental awareness, and cultural identity.

Conclusions: Ethnobotany remains relevant in contemporary science education by connecting learners’ cultural experiences with scientific understanding and supporting contextualized, culturally responsive learning. However, its integration into formal science instruction may be constrained by curriculum demands and limited teacher preparation for incorporating indigenous and local knowledge. Addressing these challenges through curriculum support, localized learning resources, and professional development can help promote meaningful integration while preserving valuable local knowledge systems.

Keywords: Ethnobotany, Science Education, Indigenous Knowledge, Culturally Responsive Teaching, Ethnoscience