scholarly journals Supporting Indigenous Students in Science and STEM Education: A Systematic Review

2021 ◽  
Vol 11 (9) ◽  
pp. 555
Author(s):  
Qingna Jin
Keyword(s):  
Stem Education ◽  
Educational Outcomes ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Cultural Relevance ◽  
Positive Outcomes ◽  
Education Programs ◽  
Indigenous Students ◽  
Grade Levels ◽  
K To 12

There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These programs involved student participants from all K to 12 grade levels and occurred in both formal and informal contexts. Most of the programs employed multifaced approaches, and cultural relevance and scientific inquiry practice were the two main features of the programs. All the programs had reported positive outcomes in relation to Indigenous students’ science learning, understanding of their own cultures and traditions, and/or the complementarity of Western science and Indigenous knowledge.

Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning

2010 ◽  
Vol 72 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Hui-Min Chung ◽  
Kristina Jackson Behan
Keyword(s):  
Popular Culture ◽  
Real World ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Group Learning ◽  
Authentic Assessment ◽  
The Other ◽  
Learning Activity ◽  
Millennial Students ◽  
Inquiry Based Learning

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.

Science Youth Action Research: A Curricular Framework and Instructional Approach to Promote Democratic Citizenship

2020 ◽  
pp. 002205742096942
Author(s):  
Elizabeth R. Coleman ◽  
Megan M. Leider
Keyword(s):  
Action Research ◽  
Scientific Inquiry ◽  
Social Transformation ◽  
Science Learning ◽  
Democratic Citizenship ◽  
Democratic Participation ◽  
Instructional Approach ◽  
Curricular Framework ◽  
Science Curricula ◽  
Theoretical Foundations

Science Youth Action Research (Sci-YAR) is presented here as a curricular framework and instructional approach intended to enhance youth’s participation as democratic citizens. First, we frame the theoretical foundations for science curricula that promote democratic citizenship and explore models of scientific inquiry and action research that inform Sci-YAR’s design. Then, we describe Sci-YAR’s key features, explaining how Sci-YAR is designed to help youth construct views of themselves as agents who use science to bring about personal and social transformation. Finally, implications for using curricular frameworks like Sci-YAR in schools to leverage youth’s science learning for enhanced democratic participation are discussed.

Improving Indigenous student outcomes through improved teacher education: the views of Indigenous educators

2020 ◽  
Vol 16 (2) ◽  
pp. 146-152
Author(s):  
Tracy Woodroffe
Keyword(s):  
Teacher Education ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Cultural Shift ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Alternative Approach ◽  
Australian Education ◽  
Specialist Knowledge ◽  
Indigenous Educators

This article describes an alternative approach to improving Indigenous student outcomes through improved teacher education, expressed through the views of Indigenous educators. The strategies required relate to the need for a cultural shift within the current Australian education system identified by Indigenous educators. The research demonstrates how connections between Westernised education systems and knowledge of Indigenous educators provide a locus of potential for the improved educational outcomes of Indigenous students. Indigenous educators’ knowledge about teaching and their specialist knowledge about Indigenous content place them in a position of epistemological privilege. The vehicle for change in the interests of Indigenous students is teacher education, and the driving force of untapped potential is Indigenous educators.

Trends Impacting One Public School Program for Students Who Are Deaf or Hard-of-Hearing

2014 ◽  
Vol 36 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Kevin J. Miller
Keyword(s):  
Public School ◽  
Hard Of Hearing ◽  
Educational Outcomes ◽  
Language Model ◽  
Spoken Language ◽  
Teacher Education Programs ◽  
Educational Service ◽  
School Program ◽  
Education Programs ◽  
Selection Of

This article reflects on the author’s experience supervising a public school program for students who are deaf or hard-of-hearing, specifically addressing national, regional, and local trends affecting it. These trends included teacher efficacy, changes in educational service delivery, advances in technology, the selection of the listening and spoken language model, the needs of university teacher education programs, and telepractice. Furthermore, the author describes how the program responded to these trends, which ultimately resulted in positive educational outcomes for the students being served.

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

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