Tul-Tul Making as Context to Identify Contents for Culturally-Responsive Science Teaching to Promote Education for Sustainable Development

Abstract

The study investigated the traditional process of tul-tul making – a rare and culturally significant salt production method preserved since the 19th century on Guimaras Island, Philippines. Employing a descriptive-qualitative research design and Spradley’s ethnographic framework, the research systematically documented indigenous practices and extracted salient scientific and sustainability-related themes inherent in the tul-tul production process. These emergent themes served as the foundational basis for the development of a contextualized science worksheet aligned with the competencies outlined in the Philippine K to 12 science curriculum. The instructional material was subjected to expert validation and student evaluation, yielding high acceptability in terms of scien-tific accuracy, pedagogical relevance, and cultural congruence. The findings underscore the pedagogical value of integrating indigenous knowledge systems into formal science education, advancing both cognitive engagement and cultural responsiveness. Furthermore, the study contributes to the discourse on education for sustainable development (ESD) by demonstrating how localized, community-based knowledge may be mobilized to enrich science instruction while fostering cultural preservation. The synthesis of indigenous and conventional scientific perspectives within instructional materials reinforces the imperative of inclusive curriculum design, ensuring relevance to learners’ socio-cultural contexts while adhering to globally recognized scientific standards.