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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). Research Question. What are pre-service teachers’ perceptions of indigenous perspectives?. Data collection.

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The elusive indigenous perspective through science education student teachers’ eyes.

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  1. The elusive indigenous perspective through science education student teachers’ eyes. Gregory Smith (Charles Darwin University) Michael Michie (Batchelor Institute)

  2. Research Question What are pre-service teachers’ perceptions of indigenous perspectives?

  3. Data collection Assignment 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, and 149 students

  4. The Concept Map hierarchical 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, Cañas et al., 2012)

  5. Concept map morphology(Kinchin & Alias, 2005) • Chain • Spoke • Net/network

  6. Additional morphology - spokes Recognised the increasing complexity during analysis phase: • Basic spoke • Spoke with chains • Repeated spokes

  7. Why use concept maps? Relational 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; Cañas & Carvalho, 2008), Represents student mental models or an image of aspects of their cognitive structure (Safayeni et al. et al., 2005), and Visual construction of the students’ cognitive structures depicting conceptual understanding as emergent knowledge (Kinchin, 2011; O’Connor, 2012)

  8. Results Morphology

  9. Science Themes Majority of students presented one of six science themes to present their understanding of indigenous perspectives: Seasons (including weather) Astronomy Ecology Plants Animals Natural Resource Use

  10. Weather: network

  11. Repeated spokes

  12. Repeated spokes

  13. spokes

  14. Animals are caring for their young This action promotes new growth for grazing animals Seasons: Spokes with chains Because of the sun plants are fruiting Stranded animals and eggs are a good food source at this time Flood water recedes and streams start to run clear Flowering woollybutt tells Bininj/Mungguy that it’s time to start burning the woodlands Heat and humidity generate an explosion of plant and animal life Thunderstorms, heavy rain and flooding. The true wet! The rain clouds have cleared and the blue skiesprevail Wetlands and billabongs are covered with water lilies Gudjewg/ Monsoon: Dec to Mar Banggerreng / knock em down storm season April Relatively cool with low humidity Now Bininj people moved from camp to live under shelter. Because of the coming storms Yegge/ cooler but still humid season May to June The Bininj/Mungguy indigenous people of Kakadu weather seasons Gunumeleng / pre monsoon storm season October to December Thunderstorms build in the afternoons. Barramundi move from their waterholes The build up of cloud that creates humidity Gurrung / Hot dry weather. August to October Wurrgeng/ cold weather season June to August Water resources dry out. Animals flock to the few watering holes left The sun is out with cool breeze. Humidity is low, day time temperatures are low. Clear skies Sea turtles lay their eggs while the goannas rob their nests

  15. Complexity Students who used more complex concept maps were considered to have more complex mental models(Kinchin, 2011)

  16. Meta-analysis Grouping of concept maps, Relationships between topics maintained, Relationship Matrix: identifying relationships between nodes, Word cloud (frequency), and ‘Meaning diagram’

  17. Word Cloud: Astronomy

  18. Conclusions Majority of students displayed reasonably complex relationships in their perceptions of indigenous perspectives

  19. 2. Relate to 6 science themes • Related to Science understandings: Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.

  20. 3. The science themes demonstrate a complex network of interrelationships. OBSERVATION-PATTERNS-RELATIONSHIPS-CHANGE Represents a holistic approach associated with Indigenous ways of thinking.

  21. 4. Relationship to the curriculum • Science understandings  Biological, Earth & Space Sciences but limited Physical or Chemical Sciences. • Context  Science as a HumanEndeavour • Nature and development of science (observation, patterns, change, relationships) • Use and influence of science (application)

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