Exploring Community Funds of Knowledge for Culturally Relevant Science in Food Preservation in a Coastal Community in Negros Island, Philippines

This study explores the intersection of culture, education, and community funds of knowledge in the context of a coastal village on Negros Island, Philippines. The study investigated the community funds of knowledge on cultural food preservation practices using the multimethod approach, with memory banking as an ethnographic tool. It explored culturally embedded knowledge relevant to chemistry teaching and learning by accessing practices such as Pag-atsara sang kapayas (pickled green papaya), Pag-gamos sang tahong (fermenting mussels), and Pagburo sang isda (dry salting or kench curing). The researchers developed a memory bank chart that visually represents traditional food preservation processes and learning experiences, highlighting the cultural significance of these practices. The narratives revealed four key themes: traditional apprenticeship, where skills are passed through generations; observational learning, where individuals learn by watching and imitating; nature dynamics, which emphasizes the importance of understanding the natural environment in food preservation; and traditional food language, which highlights the role of language in preserving cultural heritage. Furthermore, the science concepts extracted from the community funds of knowledge narratives align with the cultural practices and curricular competencies prescribed by the Department of Education (DepEd) of the Philippines for chemistry. The alignment emphasizes the potential of integrating conventional food preservation practices into formal science education to promote a more profound knowledge and understanding of chemistry concepts and their cultural relevance. The findings emphasize the importance of recognizing and incorporating community funds of knowledge into educational practices, fostering a more inclusive and culturally responsive approach to science teaching and learning. Received: 22 February 2025 / Accepted: 28 April 2025 / Published: 08 May 2025