Preservice Elementary Teachers' Responses to a Classroom Scenario Involving Indigenous Ways of Knowing in Science

• In Event: Critical Approaches to STEM Education

Abstract

Indigenous views of math and science provide new perspectives to social and environmental issues through paradigms of interconnectivity. These "other" ways of knowing and doing align with contemporary systems-based science, yet are typically absent from elementary curriculum and teacher education. We examine how pre-service elementary teachers (PSTs) conceptualize these ways of knowing as they engaged in a small-group activity where they discussed a scenario in which a Native American student critiques the living/non-living binary. Our analysis of audio data from 14 small group discussions revealed common ways PSTs validate students and value non-Western ideas. We also found common biases and deficit narratives throughout PST discussions. We discuss implications for teacher educators in connecting social justice issues to science curriculum.

Authors

• Rachel Francom, University of Utah

• Kevin Greenberg, University of Utah

• José Francisco Gutiérrez, University of Utah

• Lauren Barth-Cohen, University of Utah

• Kelly MacArthur, University of Utah

• Tracy Dobie, University of Utah