Integrating Indigenous Knowledge Into Elementary Science Methods Courses

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Division K - Section 03: Indigenous Teaching and Teacher Education Roundtable Session 2 (Table 11)

Abstract

As K-12 educators are increasingly being held more accountable to integrate and be responsive to Indigenous histories and perspectives in U.S. classrooms, teacher preparation needs to create opportunities for pre-service teachers to learn to do so through a lens of cultural humility. This mixed methods research study presents findings from a year-long research study examining ways to integrate Indigenous, specifically Dakota and Anishinaabeg, knowledges into an elementary science methods teacher preparation course. We analyze the impact of a collaboration between multiple disciplinary faculty and Indigenous community members to create experiential, place-based learning opportunities for pre-service teachers to develop cultural humility in the context of science education.

Authors

• Patricia Ann Arnold, Minnesota State University - Mankato

• Rebekah May Degener, Minnesota State University - Mankato

• Chelsea Mead, Minnesota State University - Mankato