ERIC Number: EJ964913
Record Type: Journal
Publication Date: 2011-Jan
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1326-0111
EISSN: N/A
Embedding Indigenous Perspectives in Teaching School Science
Appanna, Subhashni Devi
Australian Journal of Indigenous Education, v40 p18-22 Jan 2011
Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior year students of Aboriginal and Torres Strait Islander descent. Finally, it outlines the effective strategies that science teachers could adopt to better engage these students in learning school science. In summary, the article will highlight the need for teachers to realise the importance of crossing borders from teachers' school science culture to students' culture. This holds implications for teaching practice and teacher identity in today's classroom.
Descriptors: Indigenous Knowledge, Indigenous Populations, At Risk Students, Science Instruction, Barriers, Science Education, Educational Research, Science Teachers, Teaching Methods, Learner Engagement, Middle School Students, High School Students, Foreign Countries
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/JIE
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A