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Indigenous and Non-Western Cultural Science Perspectives and Their Implication for Science Education
Sun, April 10, 2:45 to 4:15pm, Marriott Marquis, Floor: Level Two, Marquis Salon 13Session Type: Paper Session
Abstract
This engaging and exciting session shares indigenous and non-western perspectives of science knowledge and instruction from around the world. Perspectives shared includes, indigenous knowledge constructs from New Zealand, American Muslim undergraduate students’ perspectives on evolution, evolution and Chinese pre-service teachers, culturally relevant pedagogy in Qatar and the beliefs and practices of beginning science teachers in Singapore. This world tour of multiple perspectives of science knowledge and teaching practices promises to be enlightening and informative for all educators and education researchers interested in understanding content knowledge and practices on a global scale.
Sub Unit
Chair
Papers
Science in a New Zealand Indigenous School: Insight Into Teacher Beliefs About Science Inquiry - Craig Rofe, Victoria University of Wellington; Dayle Margaret Anderson, Victoria University of Wellington; Azra Moeed, Victoria University of Wellington
Views of Muslim Undergraduate Rejecters of Evolution: Implications for Teaching Evolution to Muslim Students - Khadija Engelbrecht Fouad, Indiana University - Bloomington
Exploration of Factors Related to Acceptance of Evolutionary Theory Among Chinese Preservice Biology Teachers - Hasan Deniz, University of Nevada - Las Vegas; Su Gao, University of Central Florida; Elif Adibelli, University of Nevada Las Vegas
Process-Oriented Guided Inquiry Learning as a Culturally Relevant Pedagogy in Qatar - Venkat Rao Vishnumolakala, Curtin University; Katherine Bradley, Weill Cornell Medical College in Qatar; Sheila Qureshi, Weill Cornell Medical College in Qatar; David F. Treagust, Curtin University; Daniel Southam, Curtin University; Mauro Mocerino, Curtin University
Resolving an Integrative Conundrum: The Beliefs and Practices of Beginning and Experienced Physics Teachers - Imelda Santos Caleon, National Institute of Education - Nanyang Technological University; Yuen Sze Michelle Tan, University of British Columbia; Young Hoan Cho, Seoul National University