Honoring the Bitterroot: Traditional Knowledge, Science Education, and Intrinsic Motivation

• In Event: Learning in Place: Situated Learning in Diverse Contexts

Abstract

This presentation seeks to quantitatively illuminate the possible benefits of integrating culture into science education for Salish students living on the Flathead Reservation in Western Montana. Participants include 5th – 8th grade students in culturally integrated science education programs and students who are in classrooms in the same community that do not integrate culture into the curriculum. This study surveyed students on their intrinsic motivation to learn about their culture as it relates to the environment including enjoyment and interest, value of the information, and self-efficacy in learning the information. The study also takes into account the extent to which the student participants have retained their Indigenous or traditional cultural norms and how culturally traditional their home lives are.

Author

• Rose E. Honey, Harvard University