Developing a STEM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Aboriginal Knowledge Systems

• In Event: Changing Preservice Teachers' Perspectives of Diverse Learners

Abstract

Through our relationships with Aboriginal communities, we have a deeply held conviction that sustained deliberations on the connections between Aboriginal knowledge systems and place-based thinking can provide significant opportunities for reframing STEM teacher education. The purpose of our research is to investigate how teacher candidates’ experiences in environmental field studies with community partners can inform an integrated STEM practicum semester based on a curriculum of place.

Authors

• Kevin O'Connor, Mount Royal University

• Gladys Sterenberg, Mount Royal University