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Table of Contents
Intro
Foreword: Indigenous Peoples, Culture, and Place-Based Science Curricula
An Indigenous Sense of Place
Indigenous Place-Based Science Curricula
References
Preface
References
Acknowledgments
References
Contents
Editors and Contributors
About the Editors
Contributors
Part I: Indigenous Innovations and Interventions in Schools and Communities
Introduction
References
Chapter 1: Utilizing Indigenous Knowledge Systems and Western Science in Science Education
1.1 Science and Today's Complex Multi-level Issues
1.2 Science and Rising Complex Issues
1.3 Cultural Diversity and Science
1.4 Diversifying Science Through Education
1.5 Components of Indigenous Knowledge
1.6 Indigenous Pedagogies for Indigenous Knowledge
1.7 Teaching Science by Telling Stories
1.8 My Genealogical Connections
1.9 Trail of Tears
1.10 Connections None-the-Less
1.11 Educational Disconnect
1.12 Making Connections
1.13 Paying it Forward
1.14 Final Reflections
References
Chapter 2: Voyaging Toward Equity Through Culturally Sustaining Pedagogy in Mathematics Education
2.1 Introduction and the Role of Ethnomathematics
2.2 Values-Based Education
2.2.1 Mathematics for Elementary Teachers Curriculum and Instruction
2.2.2 Ethnomathematics Learning Journeys
2.2.3 Assessment
2.3 Building Successful Partnerships
2.3.1 Polynesian Voyaging Society and Culturally Sustaining Pedagogy
2.4 Further Discussion
References
Chapter 3: Ko kākou Kula, Ko kākou Home, pāhana Inoa Hale Kula: Our School, Our Home, a Place-Based Curriculum Project on School Building Names
3.1 Motivating Questions
3.2 Instructional Setting and Students
3.3 Methodology
3.3.1 Pretest
3.4 The Curriculum Project
3.4.1 Posttest
3.5 Discussion
3.6 Conclusion
References
Chapter 4: Changes in Students' Science Concepts and Discourse: A Case Study of Place-Based Education in Rural Thailand
4.1 Theoretical Perspective
4.2 Place-Based Education
4.3 Classroom Discourse
4.4 Research Aims and Questions
4.5 Location of the Studies and Participants
4.5.1 Participation Recruitment and Selection
4.5.1.1 Students' Behaviors and Opinions About Classroom Talk Before Intervention
4.6 Methods
4.6.1 Pre-post Assessment Form: Multiple-Choice Test
4.6.2 Short Essay Question
4.6.3 Student Artifacts
4.6.4 Questionnaires
4.6.4.1 A Science Classroom Survey
4.6.4.2 A Science Learning Survey
4.6.5 Field Observations
4.6.6 Interviews
4.6.7 Videotape and Audiotapes of Focus Group Sessions
4.6.8 Data Analysis
4.6.9 Role of Researcher
4.7 The Place-Based Activities
4.8 Findings
4.8.1 Research Question 1: The Impact of PBE Activities on Students' Understanding of Ecosystems
4.8.2 Research Question 2: The Impact of PBE Activities on Students' Discourses
Foreword: Indigenous Peoples, Culture, and Place-Based Science Curricula
An Indigenous Sense of Place
Indigenous Place-Based Science Curricula
References
Preface
References
Acknowledgments
References
Contents
Editors and Contributors
About the Editors
Contributors
Part I: Indigenous Innovations and Interventions in Schools and Communities
Introduction
References
Chapter 1: Utilizing Indigenous Knowledge Systems and Western Science in Science Education
1.1 Science and Today's Complex Multi-level Issues
1.2 Science and Rising Complex Issues
1.3 Cultural Diversity and Science
1.4 Diversifying Science Through Education
1.5 Components of Indigenous Knowledge
1.6 Indigenous Pedagogies for Indigenous Knowledge
1.7 Teaching Science by Telling Stories
1.8 My Genealogical Connections
1.9 Trail of Tears
1.10 Connections None-the-Less
1.11 Educational Disconnect
1.12 Making Connections
1.13 Paying it Forward
1.14 Final Reflections
References
Chapter 2: Voyaging Toward Equity Through Culturally Sustaining Pedagogy in Mathematics Education
2.1 Introduction and the Role of Ethnomathematics
2.2 Values-Based Education
2.2.1 Mathematics for Elementary Teachers Curriculum and Instruction
2.2.2 Ethnomathematics Learning Journeys
2.2.3 Assessment
2.3 Building Successful Partnerships
2.3.1 Polynesian Voyaging Society and Culturally Sustaining Pedagogy
2.4 Further Discussion
References
Chapter 3: Ko kākou Kula, Ko kākou Home, pāhana Inoa Hale Kula: Our School, Our Home, a Place-Based Curriculum Project on School Building Names
3.1 Motivating Questions
3.2 Instructional Setting and Students
3.3 Methodology
3.3.1 Pretest
3.4 The Curriculum Project
3.4.1 Posttest
3.5 Discussion
3.6 Conclusion
References
Chapter 4: Changes in Students' Science Concepts and Discourse: A Case Study of Place-Based Education in Rural Thailand
4.1 Theoretical Perspective
4.2 Place-Based Education
4.3 Classroom Discourse
4.4 Research Aims and Questions
4.5 Location of the Studies and Participants
4.5.1 Participation Recruitment and Selection
4.5.1.1 Students' Behaviors and Opinions About Classroom Talk Before Intervention
4.6 Methods
4.6.1 Pre-post Assessment Form: Multiple-Choice Test
4.6.2 Short Essay Question
4.6.3 Student Artifacts
4.6.4 Questionnaires
4.6.4.1 A Science Classroom Survey
4.6.4.2 A Science Learning Survey
4.6.5 Field Observations
4.6.6 Interviews
4.6.7 Videotape and Audiotapes of Focus Group Sessions
4.6.8 Data Analysis
4.6.9 Role of Researcher
4.7 The Place-Based Activities
4.8 Findings
4.8.1 Research Question 1: The Impact of PBE Activities on Students' Understanding of Ecosystems
4.8.2 Research Question 2: The Impact of PBE Activities on Students' Discourses