The elusive indigenous perspective through science education student teachers’ eyes.
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The elusive indigenous perspective through science education student teachers eyes.
The elusive indigenous perspective through science education student teachers eyes.Gregory Smith(Charles Darwin University)Michael Michie(Batchelor Institute)
1What are pre-service teachers perceptions of indigenous perspectives?Research Question2Assignment task set in a science education unit undertaken by preservice students at a regional university,Open-ended task, exploring students own views of science and indigenous perspectives: no predefined concepts or expert maps, Data collected over two years, and149 students
Data collection3hierarchical visual knowledge representations where concepts are linked by linking words to form propositions (Novak, 1990),represent meaningful relationships between concepts (Novak & Gowin, 1984, p.15),More dynamic interplay of concepts: hierarchical, cyclic, networked, spider maps, spokes & chains, mind, links: labelled, unlabelled or unidirectional (Safayeni et al.,2005, Kinchin et al.,2000, Nesbit & Adesope, 2006, Caas et al., 2012)
The Concept Map4Concept map morphology(Kinchin & Alias, 2005)
ChainSpokeNet/network5Additional morphology - spokesRecognised the increasing complexity during analysis phase:Basic spokeSpoke with chainsRepeated spokes
6Relational structure that reveals the perceptions of the creator, and so is unique, as it reflects his/her experiences, beliefs and biases in addition to his/her understanding of a concept (Kinchin & Hay, 2000, p.44; Caas & Carvalho, 2008),Represents student mental models or an image of aspects of their cognitive structure (Safayeni et al. et al., 2005), andVisual construction of the students cognitive structures depicting conceptual understanding as emergent knowledge (Kinchin, 2011; OConnor, 2012)
Why use concept maps?7Morphology
ResultsType of concept mapTotalPercent1. Chain10.72a. Basic spoke53.42b. Spoke with chains2214.82c. Repeated spokes9865.83. Network2214.8Other10.7149100.28Majority of students presented one of six science themes to present their understanding of indigenous perspectives:Seasons (including weather)AstronomyEcologyPlantsAnimalsNatural Resource Use
Science Themes 9Weather: network
Repeated spokesMore than Bush Tucker?| 11 July 2011 | Slide #12spokes
13Seasons: Spokes with chainsThe Bininj/Mungguy indigenous people of Kakadu weather seasonsGudjewg/ Monsoon: Dec to Mar
Thunderstorms, heavy rain and flooding. The true wet!Heat and humidity generate an explosion of plant and animal lifeStranded animals and eggs are a good food source at this timeBanggerreng / knock em down storm season AprilThe rain clouds have cleared and the blue skies prevailFlood water recedes and streams start to run clearBecause of the sun plants are fruitingAnimals are caring for their youngYegge/ cooler but still humid season May to JuneRelatively cool with low humidityWetlands and billabongs are covered with water liliesFlowering woollybutt tells Bininj/Mungguy that its time to start burning the woodlandsThis action promotes new growth for grazing animalsWurrgeng/ cold weather season June to AugustHumidity is low, day time temperatures are low. Clear skiesWater resources dry out. Animals flock to the few watering holes leftGurrung / Hot dry weather. August to OctoberThe sun is out with cool breeze.Sea turtles lay their eggs while the goannas rob their nestsGunumeleng / pre monsoon storm season October to DecemberThe build up of cloud that creates humidityThunderstorms build in the afternoons. Barramundi move from their waterholesNow Bininj people moved from camp to live under shelter. Because of the coming storms14Students who used more complex concept maps were considered to have more complex mental models (Kinchin, 2011)Complexity
15Grouping of concept maps,Relationships between topics maintained,Relationship Matrix: identifying relationships between nodes,Word cloud (frequency), and Meaning diagramMeta-analysis16Word Cloud: Astronomy
19Majority of students displayed reasonably complex relationships in their perceptions of indigenous perspectives
202. Relate to 6 science themes
Related to Science understandings: Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.213. The science themes demonstrate a complex network of interrelationships.
Represents a holistic approach associated with Indigenous ways of thinking.224. Relationship to the curriculum
Science understandings Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.Context Science as a Human EndeavourNature and development of science (observation, patterns, change, relationships)Use and influence of science (application)