Towards an understanding of Indigenous perspectives through the eyes of pre-service science education students

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Learning Communities-International Journal of Learning in Social Contexts Pub Date : 2019-10-01 DOI:10.18793/lcj2019.24.03
Gregory Smith, M. Michie
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引用次数: 2

Abstract

This paper presents an analysis of ‘Indigenous perspectives’ as presented by 150 pre-service teachers of science education. They were presented with an open ended task that required them to choose a concept or topic in school science, and then incorporate their understanding of an Indigenous perspective relative to their chosen science concept. The demonstration of their science concept Indigenous perspective used network visualisation: concept maps or mind maps. Here the connections between Western science knowledge, Indigenous knowledge and knowledge application elements of the visualisations represented student constructed understandings or perceptions. The concept maps and mind maps were analysed in a staged process. Firstly, grouping of visualisations based on concept representations to uncover themes, and then using Network Theory, each theme was statistically analysed, concluding in an ‘all’ concept meta-analysis. This analysis was undertaken to mathematically developed models of concepts links. The analysis demonstrated six overlapping and interrelated areas of Western school science themes: seasons and weather, astronomy, plants, animals, use of natural resources, and ecology. The network analysis presented a complex web of interrelated knowledge constructs. This complex web of interrelated knowledge was within and across the six themes. Such findings indicate an Indigenous perspective is a relational construct inclusive of Western science knowledge, Indigenous knowledge and knowledge application. It also reflected the place-based nature of Indigenous knowledge. This study presents an Indigenous perspective as a complex web of interrelated Western school science and Indigenous knowledges. Such complex representations provide the possibility for a reconceptualisation of Australian science curriculum where science education is an interrelated human endeavour interacting with the natural world and where two worldviews coexist with one informing the other.
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通过职前科学教育学生的视角来理解土著观点
本文对150名科学教育职前教师提出的“本土视角”进行了分析。他们被提出了一个开放式的任务,要求他们选择一个学校科学的概念或主题,然后将他们对土著观点的理解与他们选择的科学概念相结合。他们的科学概念土著视角的演示使用网络可视化:概念图或思维导图。在这里,西方科学知识、本土知识和可视化的知识应用元素之间的联系代表了学生构建的理解或感知。概念图和思维导图是分阶段分析的。首先,根据概念表示对可视化进行分组以揭示主题,然后使用网络理论对每个主题进行统计分析,最后得出“所有”概念元分析。这种分析是对概念联系的数学模型进行的。分析显示了西方学校科学主题的六个重叠和相互关联的领域:季节和天气、天文学、植物、动物、自然资源的利用和生态学。网络分析呈现了一个相互关联的知识结构的复杂网络。这个相互关联的知识的复杂网络在这六个主题之内和之间。这些发现表明,本土视角是一个包含西方科学知识、本土知识和知识应用的关系结构。它还反映了土著知识基于地方的性质。本研究呈现原住民视角,将其视为西方学校科学与原住民知识相互关联的复杂网络。这种复杂的表征为澳大利亚科学课程的重新概念化提供了可能性,其中科学教育是与自然世界相互作用的相互关联的人类努力,两种世界观共存,一种世界观相互告知。
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