双向科学教育:地点与环境

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Joël Rioux, G. Smith
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引用次数: 3

摘要

本文提出了一个双向的基于地方的科学教育倡议,它将土著和西方的科学知识传统放在一起作为官方课程知识,在教育学士科学教育单元中。这个项目是就地交付给在学校教室里担任土著教学助理的职前教师。这个名为“种植我们自己”的项目是在北领地的土著社区建立的。这项倡议让土著职前教师参与跨境教学实践,作为承认土著地方概念合法使用的一种方式。它还将澳大利亚课程中所描述的学校科学教学背景化。这种双向方法赋予了当地土著人民的声音和知识特权,并以一种基于地点的、与环境相关的方法方式,为科学课程搭建了一座桥梁。这种修改实现了一种有意义的文化和地方语境化,它重视并使当地土著科学知识、语言和西方科学之间的边界跨越成为可能。这篇论文介绍了在五个北部土著社区中基于地点和情境方法的教学话语,以展示科学教学如何被重新概念化。作者和职前教师使用土著观点与澳大利亚课程科学交织在一起。这些方法为“成长我们自己”项目的职前教师提供了有意义的跨界机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Both-Ways science education: Place and context
This paper presents a Both-Ways place-based science education initiative, which situates Indigenous and western science knowledge traditions together as official curriculum knowledge, within a Bachelor of Education science education unit. This program is delivered in-situ to preservice teachers who work as Aboriginal Teaching Assistants in school classrooms. The program, known as Growing Our Own, is established in Indigenous communities in the Northern Territory (NT). This initiative has engaged Indigenous preservice teachers in border-crossing pedagogical practices as a way to recognise the legitimate use of the Indigenous concepts of place. It has also contextualised the teaching of school science as described in the Australian curriculum. This Both-Ways approach privileges the voices and knowledge of local Indigenous peoples and creates a bridge to the curriculum of science in a placebased contextually relevant methodological manner. Such modifications realise a meaningful cultural and place contextualization, which values and enables border-crossing between local Indigenous science knowledge, language and western science. The paper presents pedagogical discourses of place-based and contextual approaches in five NT Indigenous communities to demonstrate how the teaching of science has been reconceptualised. The authors and the preservice teachers use Indigenous perspectives intertwined with the science of the Australian curriculum. Such approaches have provided meaningful border-crossing opportunities for preservice teachers in the Growing Our Own program.
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来源期刊
自引率
9.10%
发文量
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