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ERIC Number: ED344752
Record Type: RIE
Publication Date: 1991-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
Indian-Related Materials in Elementary Science Instruction.
Matthews, Catherine E.; Smith, Walter S.
The purpose of this study was to investigate the hypothesis that if selected instruction materials were more culturally-relevant, Native American students should be more motivated and better able to make connections between school learning and their own lives. This increased motivation and improved connections between school learning and their own lives would be reflected in more positive attitudes and increased achievement. The sample for this study was selected from the Bureau of Indian Affairs' (BIA) education system, which in 1987 was comprised of 103 BIA-operated schools and 64 schools operated by tribes and tribal organizations under contract with the BIA. The basic study encompassed grades 4 to 8 in a pretest posttest control group design with one independent variable, instruction (use of Indian-related teaching materials versus non-use of these materials), and two dependent variable, science achievement and attitude toward American Indians and science. Building on the basic design, tribal affiliation (Navajo versus non-Navajo) and sex of the students were included as modifier variables. Evidence reported in this study supports the claim that the use of culturally-relevant materials will have a positive effect on students. (20 references) (KR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Navajo (Nation)
Note: Paper presented at the convention of the National Association for Research in Science Teaching (Lake Geneva, WI, April, 1991).