The Culture of Pachamama: How Science Teachers Contextualize the Ecuadorian Science Curriculum in Galápagos

• In Event: Poster Session 8
  In Poster Session: International Perspectives on Ecoliteracies: Work at the Intersection of Community, Environmental, and Scientific Issues

Abstract

The aim of this paper is to address the ways in which the Ecuadorian education system and local teachers have contextualized the education provided in schools to address socio-environmental issues in the unique socio-ecosystem of the Galapagos Islands. Our main goal is to present the need for social justice pedagogies and contextualization in science curriculum and instruction as mediators for the long-term conservation of Galapagos. Through classroom video, observations’ fieldnotes and interviews, this study used contextualization of instruction and social justice as lenses to analyze the perspectives of 20 science teachers in the Galapagos Islands. Specifically, we addressed the following research questions: How science teachers contextualized the Ecuadorian national science curriculum to address the socio-environmental issues of the Galapagos Islands?

Authors

• Greses Anabell Perez-Joehnk, Stanford University

• Dara Rossi, Southern Methodist University

• Diego Roman, Southern Methodist University

• K.C. Busch, North Carolina State University

• Dustin Miller

• Hiba Rahim

• Heni Agredo