Familiarity And Uses of Common Ethnobotanical Plants Among Young Higaonon Students: Basis for a Contextualized Stem Lesson
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Abstract
This study explores the ethnobotanical knowledge and practices of young Higaonon students in Northern Mindanao, Misamis Oriental, Philippines, focusing on their familiarity and utilization of common medicinal and culturally significant plants. Rooted in the rich indigenous traditions of the Higaonon tribe, the research aims to document plant-based knowledge that has been transmitted across generations and assess its relevance in the context of modern education. Using qualitative methods such as structured interviews, focus group discussions, and participatory observation, the study identifies key plant species known to the students, their traditional uses (e.g., for treating wounds, fever, stomach ailments, and ritual purposes), and the extent to which this knowledge is retained and practiced. Results reveal that while some ethnobotanical knowledge persists among the youth, there is a noticeable decline in familiarity due to limited intergenerational transmission and the influence of modern healthcare systems. The findings underscore the importance of integrating indigenous knowledge into the STEM curriculum to promote cultural preservation, environmental awareness, and scientific inquiry. By contextualizing STEM lessons around local ethnobotanical practices, teachers can foster deeper engagement among Higaonon students and bridge traditional wisdom in biology at the secondary level. This study serves as a foundational step toward developing culturally responsive teaching materials that honor indigenous heritage while enhancing academic relevance and student identity in science learning. The results obtained from the study served as the basis for crafting the contextualized Problem-Based STEM lesson on the essential uses of ethnobotanical plants.
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