The importance of place in indigenous science education

Sutherland, Dawn; Swayze, Natalie

doi:10.1007/s11422-011-9371-1

Cited by 16 publications

(21 citation statements)

References 16 publications

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“…The current research found that this construct was very important as revealed in themes regarding the skills needed to create a resource and in understanding open publishing. These findings are consistent with OER research conducted outside of the UTAUT framework (Butcher, 2015;Towey et al, 2016).…”

Section: Discussionsupporting

confidence: 88%

“…Much research has explored the positive impact on student learning when OER are freely offered (Colvard et al, 2018;Lieberman, 2018). Other research has indicated the importance of place in culturally relevant science education (Sutherland & Swayze, 2012). Instructors in this research were particularly excited about the localization of the content and felt that it positively impacted their teaching experience with the students, which is consistent with outside research (Ivins, 2011).…”

Section: Discussionsupporting

confidence: 76%

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2020

ije

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Technology in Education is our second issue for 2020. The issue's editorial team have worked hard, in difficult global conditions, to work with reviewers and authors to bring this issue to publication. Many thanks go to the editor, Michael P. Menchaca, and his two Associate Editors, Daniel Hoffman and De-Graft Johnson Dei. While we have a special issue, COVID-19: Education Responses to a Pandemic, opening for submissions later this year, we need to acknowledge now that technology in education has been at the forefront of many educationalists' minds. We look forward to receiving many different and thought-provoking submissions later in the year. On reflecting on what might be said about technology and its use in education, I was reminded of the following comment: As far as technology itself and education is concerned, technology is basically neutral. It's like a hammer. The hammer doesn't care whether you use it to build a house or whether on torture, using it to crush somebody's skull, the hammer can do either. (Noam Chomsky). Technology, the "knowledge or use of the mechanical arts and applied sciences" (one definition in The Australian Pocket Oxford Dictionary), has been in education for far longer than many current students would acknowledge. So often the term "technology in education" has come to mean the use of computers and the affordances of the Internet. Probably the first use of technology in education was the realization that you could use a stick to scrawl on the ground instead of using a finger with all the hazards that can entail. Rudimentary technology indeed, but technology nevertheless. Please don't get me wrong: I am a fan of technology. As a university lecturer I ran tutorials in Second Life for my distance education students: but I used it with a purpose, developing a sense of social presence which has been shown to be important for engagement. I didn't make the technology drive the education. Education is and always must be the driving force behind any use of technology.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 76%

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2020

ije

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“…IK is inherently interdisciplinary, multigenerational, and expressed through sustainable practices 3 . Additionally, connection to place has been identified by numerous researchers, including traditional knowledge holders, as an essential component in indigenous education 4,5 .…”

Section: Aparna Venkatesan David Begay Adam J Burgasser Isabel Hamentioning

confidence: 99%

Towards inclusive practices with indigenous knowledge

et al. 2019

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“…Environmental learning education often involved nature study and the development of an understanding and appreciation of natural environment through experiential learning (Sutherland & Swayze, 2012). Environmental learning associated with place integrates humans and nature and develops ecosystems knowledge characteristic of sustainable cultures (Chinn, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis Of Instructional Methods Used In Secondary School On Environmental Learning

Lestari

Ashadi

Maridi

2017

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The use of instructional method is very important for education. The Appropriate instructional methods for the characteristics of learning materials will help teachers and students reach the targeted aim of competencies. This research aims to analyze the use of instructional methods used in secondary school on environmental learning. This analysis is very useful in giving real-representatives potrait and the impact of the use of instructional methods toward students' performance. Data were analyzed qualitatively in accordance with the Miles & Huberman. The data collection methods are an observation of learning activity, indepth interviews with teachers and student learning outcomes documentation in SMP 13 Magelang, one of developing secondary schools in Indonesia. The results showed that the use of instructional methods has not been suitable for characteristics of the learning materials and students' characteristics. Teachers should choose instructional methods that will make easier for students to understand the concept. Instructional methods that are often used by teachers is lecture and discussion method. The result is poor performance of student learning. The root cause of the mismatch instructional method with the characteristics of material is insufficient time allocation that will affect teacher's teaching and learning strategy.

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The importance of place in indigenous science education

Abstract: In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al.

Cited by 16 publications

References 16 publications

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Towards inclusive practices with indigenous knowledge

Analysis Of Instructional Methods Used In Secondary School On Environmental Learning

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