Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky

Autor/inn/en	Rioux, Joel; Ewing, Bronwyn; Cooper, Tom J.
Titel	Embedding Aboriginal Perspectives and Knowledge in the Biology Curriculum: The Little Porky
Quelle	In: Australian Journal of Indigenous Education, 47 (2018) 2, S.158-170 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Indigenous Populations; Indigenous Knowledge; Biology; Science Curriculum; Science Instruction; Action Research; Montessori Method; Foreign Countries; Grade 7; Grade 8; Secondary School Students; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Projektforschung; Montessori pedagogics; Montessori-Pädagogik; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Australien
Abstract	This paper reports on an Action Research project that investigated the integration of Aboriginal and Western knowledge into science learning in a Montessori classroom in regional Queensland, Australia. Drawing on the local knowledge of fauna of community members, the study explored the teaching of science to 12 year 8-9 students in an Aboriginal independent high school in Queensland. The overall study covered 83 lessons that included an initial Short-beaked echidna study. It applied thematic analysis to data to explore the effect of this integrated approach on students' pride in heritage, cultural knowledge, learning and the Linnaean zoology taxonomy. Results revealed that the contextualisation of Aboriginal and Western science knowledge strengthened students' Aboriginal personal identity as well as identities as science learners and status of local Aboriginal knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01