COMPLETION REPORT
Integrated Studies in Japan: A model for culturally relevant science teaching andlearning for Malaysia and Indonesia
Lilia Halim(+7)
Professor
Department of Policy and Educational Leadership
Faculty of Education,
Universiti Kebangsaan Malaysia
This research seeks to answer the main research aim - to identify practices that enable all students tolearn science meaningfully. Based on the five research objectives (RO) of the study the following
findings were found:RO 1: The main findings from the literature systematic review on Fund of Knowledge a) is an effective
pedagogicaltool to support under-served students by connecting the curriculum to rich-culturally based out-ofschool activities; and b) focusses more on family practices and daily lives experiences which aresensitive to students’ local context. One of the courses in Japanese education system- Periods ofIntegrated Studies (PIS) reflect the characteristics identified in the systematic review.
RO2: Based on the site visits, observations and interviews on the teaching and learning in selected
Japanese schools, the Lessons learnt were: (1) Students are empowered to direct their own learning
through inquiry and problem- solving activities that were community based, and (2) Principal plays asignificant role in planning a holistic course of PIS- thus resulting an active school-parents-community
engagement that lends to Culturally Responsive Science Teaching (CRST). This pedagogical approachdraws on the strengths and the resilience of the families and cultures of students from diverse racial,ethnic, families, and social class aims to close the achievement gap between main streams and students
who are marginalized within the schools.
RO3: Based on the trial of CRST lesson plans that incorporate FoK and inquiry activities, the major
findings were(1) Teachers realized that CRST and integrating FoK in teaching does assist students’ understanding –however, teachers’ repertoire of FoK themselves is limited and (2) Congruency of FoK between
teachers and students requires urgent attention – due to generation gap – resulting misunderstanding instudents due to ineffective use of FoK.
RO4: The effectiveness of the developed CRST and inquiry lesson plans on the students’ process skills
acquisition was measured through classroom observation, students’ interview and science process skills
tests. It was found that
(1) Students’ interest in science lessons and level of science process skills increased, and (2) Students’demand for continuation of this approach, however, teachers lack the confidence in CRST approach.
RO5: Finally, this research presents a framework of CRST for Malaysia and Indonesia that is ischaracterized by a number of different elements. It uses the students’ (i) prior knowledge/experiences,(ii) FoK, (iii) contextual teaching and learning, and (iv) make culturally relevant teaching possible inthe science classroom. Each element plays an important role to make learning encounters more relevant
to and effective for them.
Finally, action for future: (1) Generation gap may hinder in using FoK effectively in science teaching
and learning. Thus, identification of FoK and elements from the framework must be part of pre and inservice teacher education programs, and (2) Principals, teachers and community strategic collaborationis necessary for an effective CRST. Thus, school leaders need to be trained for creating strategiccollaboration.

Publication of the Results of Research Project:Verbal Presentation (Date, Venue, Name of Conference, Title of Presentation, Presenter, etc.)
1. November 29 - December 02, 2018, National Dong Hwa University, Hualien, EASE Conference.
Title of presentation: Inquiry Process in Science: An Analysis of Japanese Primary School Science
Textbooks.
Presenter: Murni Ramli
2. December 07, 2019, Saphir Hotel, Jogkajarta, The 1st International Conference on Technology,Education and Science, Innovation Strategies: Industrial Revolution from 4.0 to Society 5.0,
Universitas Siswa Taman, Jogjakarta,
Title of presentation: Equity, Society 5.0 and Education: Some insights,
Presenter: Lilia Halim
Thesis (Name of Journal and its Date, Title and Author of Thesis, etc.)
1. Title of thesis: Learning Design of Funds of Knowledge to enhance students' scientific processskills and conceptual understanding of Environmental Problems,
Author of thesis: Alfiani Indah Pratiwi, Master student, Science Education Department, Universitas
Sebelas Maret, Surakata, Indonesia, 2020
2. Title of thesis: A case study exploring the relationship between teachers’ use of CRSP and students’
engagement in science inquiry-based learning.
Author of thesis: Justin Tukau Jalak. 2019.
3. Title of Thesis: Kesediaan, Efikasi Kendiri Dan Jangkaan Hasil Pengajaran Guru Sains TerhadapPedagogi Responsif Budaya (Readiness, Self- Efficacy and Outcome Teaching Expectation ofScience Teachers Towards Culturally Responsive Pedagogy).
Author of thesis: Ghazali Sabudin, Master students. Faculty of Education, UKM, 2020
Journal1. Ghazali Sabudin & Lilia Halim (2020) Systematic study: Teaching approach and Impact of Fundsof Knowledge in Science Learning. Jurnal Pendidikan Sains dan Matematik Malaysia, 21-38
2. Justin Tukau Jalak and Nurfaradilla Mohamad Nasri (2019) Systematic Review: The Impact ofCulturally Responsive Pedagogy on Equity in Science Education at Rural Schools. CreativeEducation. 10(12):3243-3254
Book (Publisher and Date of the Book, Title and Author of the Book, etc.)
We have secured a contract with Routledge Publisher, Singapore- Publication date will be March 2022
Title of the book : Culturally Responsive Science Pedagogy in Asia: Status and Challenges forIndonesia, Malaysia and Japan.
This is going to be an edited book. The main authors of book chapters are the researchers involved in
the research awarded by Sumitomo Foundation. We also invited two other experts in Culturally
Responsive Science pedagogy- to meet therequirement of the book reviewers.