Halo ligasaun entre

matenek lokal no
edukasaun formal
xave ba komprensaun

Making the connection

between local knowledge
and formal education
key to understanding
Curt Gabrielson
UNTL; Exploratorium Teacher
 Most students in Timor
Lorosa’e learn science and
math that has no connection
to their lives.

When education happens like

this, three problems always
arise:
1. Most students are unable to
understand the concepts.
1. Most students are unable to
understand the concepts.

2. Students learn that science and

math come from abroad, and have
little to do with the lives of their
family and community.
1. Most students are unable to
understand the concepts.

2. Students learn that science and math

come from abroad, and have little to do
with the lives of their family and
community.

3. Most students also come to believe that

their own culture is not as valuable
as the foreign, modern culture
described by the curriculum.
 Thus, the math done by
grandmother
or the science used by uncle
is unseen and unappreciated.

Ne’e duni, matamatika ne’ebé

Avó-feto mak halo
ka siensia nebe Tiu mak uza
estudante la haree, la respeitu.
 Solution:

Insert everyday life and

tradition into the
curriculum
Hatama loroloron nia
moris no tradisaun iha
kurikulum
laran
 Examples
 Lafatik / Winnowing Basket: Geometry
 Shapes:
 Rhombus/Diamond
 Hexagon
 Star, six points
 Equilateral triangle
 Matrices
 Angle measure
 Area and Volume
 Non-Euclidean Geometry
 Examples
 Tahek foos / Winnowing rice: Physics
 Statics, Equilibrium of
Forces
 Newton’s First Law of
Motion
 Gravity
 Density
 Air friction
 Free fall
 Terminal velocity
 Examples
 Foos ba Han / Consumption of Rice: Biology
 Characteristics of the plant
 Types and species of rice
 Calorie and nutrition content
 Energy required to produce,
prepare
 Soil, water and weather
requirements
 Shelf life, spoilage, vermin
 Methods of preparation
 Comparison to other staples
(Cassava, Corn, Talas)
 Possible Areas of Connection
Fatin ba Ligasaun
 Brinkedu no Joga / Toys and games
 Lian no Musika / Sound and Music
 Uma no Dapur / Home and Kitchen
 Elektrisidade no Magnetismu, Loroloron Nian /
Everyday Elecricity and Magnetism
 Agrikulutura / Agriculture
 Transportasaun / Transportation
 Tasi no Tasi Ibun / Beach and ocean
 Foho no Ai-laran / Forest and mountain
 Lalehan no Estasoes / Sky and seasons
 Saude no Ema nia Isin / Health, human body
 Begin with the experience of students.
Hahu ho esperiensia estudante sira.

 Carry this on to link with international

curriculum standards.
Lori buat ne’e ba oin to’o nivel
kurikulum internasional.
 Goals / Meta
1. Better conceptual understanding
Komprende diak liu konseitu sira

2. Awareness that science and math is here and

now in students’ culture
Hatene metin katak siensia no matematika
mak iha ne’e, agora, iha estudante nia kultura

3. Respect and pride in own culture

Respeitu no laran-kmanek ho kultura rasik
 Recommendations:
1. Make and require this connection in the
curriculum at all levels, primary through
university
2. Develop resources to assist teachers to
teach
in this way
3. Give training to teachers on how to
carry out this sort of education
4. Establish a group of professionals to
continue
the development of local science and
math for
education and give continued training