“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection

Abstract

We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students'

How does ethnoscience-students’ worksheet (ESW) influence in science learning?

“…Due to the students prefer for an enjoyable learning experience over conventional methods, they are more engaged and excited about their studies [71]. Science can be easy to learn and understand using ethnoscience materials packaged in the SW as learning resources [72]- [74].…”

How does ethnoscience-students’ worksheet (ESW) influence in science learning?

“…Due to the students prefer for an enjoyable learning experience over conventional methods, they are more engaged and excited about their studies [71]. Science can be easy to learn and understand using ethnoscience materials packaged in the SW as learning resources [72]- [74].…”

Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education

“…In addition, the philosophical and cultural aspects of indigenous knowledge can instill noble values that can build students' character. The contextualisation process can be culturally relevant by taking into account not only students' ideas and experiences brought to class, but also the psychological reasoning models, traditions, and community structures that make those ideas meaningful to students (Sánchez Tapia et al, 2018), (Ardianti et al, 2019). The process of integrating indigenous knowledge into science curricula allows the community to 1) identify knowledge that can be integrated with science, which will be further disseminated to scientists, practitioners, and policymakers, and 2) maintain and appreciate the knowledge that is difficult to be scientifically explained (Hiwasaki et al, 2014).…”

Evaluating curriculum for student funds of knowledge: A review of project WET 2.0

“…This may be problematic as we consider the relationship between funds of knowledge supporting diverse learners in conjunction with the current state of environmental education that may marginalize certain individuals based on race or gender. Diverse learners may not have access to the benefits of a funds of knowledge approach including stronger connections between the outside world and classroom content (Edwards et al, 2016), great learning gains (Barton and Tan, 2009; Sanchez Tapia et al, 2018), as well as support in development of self-confidence and greater engagement (Volman and Gilde, 2001). Further, when considering Cruz et al’s (2018) suggestion that funds of knowledge may be beneficial for underserved communities, educators using this curriculum may be missing productive opportunities for those with limited engagement in environmental education.…”

“…We developed a set of between five and seven indicators (see Appendix A) to measure the extent to which the Project WET Curriculum and Activity Guide 2.0 provided opportunities for each subtheme, using the relevant literature (e.g., Barton and Tan, 2009; Edwards et al, 2016; Moll et al, 1992; Sanchez Tapia et al, 2018).…”

“…Specifically, Barton and Tan (2009) illustrated through a study of hybrid learning that funds of knowledge support both the depth and breadth of student learning. Additionally, Sanchez Tapia et al (2018) found that a culturally appropriate curriculum supported significant learning gains among students. Some researchers (Volman and Gilde, 2001) found impacts on student behavior, self-confidence, collaboration, and engagement in addition to learning gains.…”

How does ethnoscience-students’ worksheet (ESW) influence in science learning?

“…Due to the students prefer for an enjoyable learning experience over conventional methods, they are more engaged and excited about their studies [71]. Science can be easy to learn and understand using ethnoscience materials packaged in the SW as learning resources [72]- [74].…”

Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education

“…In addition, the philosophical and cultural aspects of indigenous knowledge can instill noble values that can build students' character. The contextualisation process can be culturally relevant by taking into account not only students' ideas and experiences brought to class, but also the psychological reasoning models, traditions, and community structures that make those ideas meaningful to students (Sánchez Tapia et al, 2018), (Ardianti et al, 2019). The process of integrating indigenous knowledge into science curricula allows the community to 1) identify knowledge that can be integrated with science, which will be further disseminated to scientists, practitioners, and policymakers, and 2) maintain and appreciate the knowledge that is difficult to be scientifically explained (Hiwasaki et al, 2014).…”

Evaluating curriculum for student funds of knowledge: A review of project WET 2.0

“…This may be problematic as we consider the relationship between funds of knowledge supporting diverse learners in conjunction with the current state of environmental education that may marginalize certain individuals based on race or gender. Diverse learners may not have access to the benefits of a funds of knowledge approach including stronger connections between the outside world and classroom content (Edwards et al, 2016), great learning gains (Barton and Tan, 2009; Sanchez Tapia et al, 2018), as well as support in development of self-confidence and greater engagement (Volman and Gilde, 2001). Further, when considering Cruz et al’s (2018) suggestion that funds of knowledge may be beneficial for underserved communities, educators using this curriculum may be missing productive opportunities for those with limited engagement in environmental education.…”

“…We developed a set of between five and seven indicators (see Appendix A) to measure the extent to which the Project WET Curriculum and Activity Guide 2.0 provided opportunities for each subtheme, using the relevant literature (e.g., Barton and Tan, 2009; Edwards et al, 2016; Moll et al, 1992; Sanchez Tapia et al, 2018).…”

“…Specifically, Barton and Tan (2009) illustrated through a study of hybrid learning that funds of knowledge support both the depth and breadth of student learning. Additionally, Sanchez Tapia et al (2018) found that a culturally appropriate curriculum supported significant learning gains among students. Some researchers (Volman and Gilde, 2001) found impacts on student behavior, self-confidence, collaboration, and engagement in addition to learning gains.…”

How does ethnoscience-students’ worksheet (ESW) influence in science learning?

“…Due to the students prefer for an enjoyable learning experience over conventional methods, they are more engaged and excited about their studies [71]. Science can be easy to learn and understand using ethnoscience materials packaged in the SW as learning resources [72]- [74].…”

Exploring Indigenous Knowledge of Traditional Martial Art “Silat Beksi” to Identify Contents and Contexts for Science Learning in Biology Education

“…In addition, the philosophical and cultural aspects of indigenous knowledge can instill noble values that can build students' character. The contextualisation process can be culturally relevant by taking into account not only students' ideas and experiences brought to class, but also the psychological reasoning models, traditions, and community structures that make those ideas meaningful to students (Sánchez Tapia et al, 2018), (Ardianti et al, 2019). The process of integrating indigenous knowledge into science curricula allows the community to 1) identify knowledge that can be integrated with science, which will be further disseminated to scientists, practitioners, and policymakers, and 2) maintain and appreciate the knowledge that is difficult to be scientifically explained (Hiwasaki et al, 2014).…”

Evaluating curriculum for student funds of knowledge: A review of project WET 2.0

“…This may be problematic as we consider the relationship between funds of knowledge supporting diverse learners in conjunction with the current state of environmental education that may marginalize certain individuals based on race or gender. Diverse learners may not have access to the benefits of a funds of knowledge approach including stronger connections between the outside world and classroom content (Edwards et al, 2016), great learning gains (Barton and Tan, 2009; Sanchez Tapia et al, 2018), as well as support in development of self-confidence and greater engagement (Volman and Gilde, 2001). Further, when considering Cruz et al’s (2018) suggestion that funds of knowledge may be beneficial for underserved communities, educators using this curriculum may be missing productive opportunities for those with limited engagement in environmental education.…”

“…We developed a set of between five and seven indicators (see Appendix A) to measure the extent to which the Project WET Curriculum and Activity Guide 2.0 provided opportunities for each subtheme, using the relevant literature (e.g., Barton and Tan, 2009; Edwards et al, 2016; Moll et al, 1992; Sanchez Tapia et al, 2018).…”

“…Specifically, Barton and Tan (2009) illustrated through a study of hybrid learning that funds of knowledge support both the depth and breadth of student learning. Additionally, Sanchez Tapia et al (2018) found that a culturally appropriate curriculum supported significant learning gains among students. Some researchers (Volman and Gilde, 2001) found impacts on student behavior, self-confidence, collaboration, and engagement in addition to learning gains.…”