Indigenous
Science
Network
Bulletin
April 2008
(Volume 11, Number 2)
ISSN 1449-2091
Editor: Michael
Michie
Tiwi
designs by Jennifer Coombs
Munupi Arts & Crafts
Association,
Pirlangimpi, Melville Island, NT
|
Indigenous |
April 2008 Tiwi
designs by Jennifer Coombs |
|
NEWS and VIEWS |
NEWS and VIEWS
Primary Connections incorporating Indigenous
perspectives
The Primary
Connections Indigenous perspective framework comprises a teaching and
learning guide; curriculum unit links to relevant Indigenous perspectives; and a
professional learning module to support teachers’ development and implementation
of relevant, contextualised curriculum with embedded Indigenous perspectives.
What is in the ‘Science with
an Aboriginal Perspective’
Show?
The Jollybops Science Show presents – Science with
an Aboriginal Perspective – ‘Flight, Sound and
Fire’
Every shows begins with an ‘Acknowledgement
of Country (Given by Jollybops Scientist and Presenter, Trevor Atkinson . Local
elders have the right to give a Welcome to Country. AECG and members of the
local community have the right attend the show and The Jollybops Science Show
Presenters will warmly welcome them.
Student Participation – At least 20 students are asked to join The Jollybops
presenters on stage during
this show. Including Aboriginal Boys who can play Didgeridoo are invited to
bring them along and play. Local Elders, AECG and members of the local community
can be invited to attend, at the schools invitation.
Humor – Comic interplay between The Jolly
Professor and Rustie the Robot is the cornerstone of all The Jollybops Science
Shows. This show is no different. The links between humour and learning is indisputable.
Science jokes, play on words and
humorous slapstick, make this show fun to watch and helps make the
science more memorable.
Science Content
The show essentially examines these 3 areas of science,
with an Indigenous Perspective.
1.
The
Science of Flight – The Boomerang – students would look at the boomerang and
link to a plane wing. (the science of how the wing works-
Bernoulli Effect – fast moving air makes things lift – A garden blower with a
toilet paper roll attached quite humorously demonstrates this) The Boomerang was the first man made
flying machine and was an ingenious invention which should be recognized in
Western Perspective Science books.
Students would learn about the science of the aerofoil
and 3 volunteers would attempt to
throw soft boomerangs indoors. Students also learn about different types of
Boomerangs (hook, killer, stone, non returning-etc) and what they are used for
in Traditional Indigenous Communities. Students would also learn about contemporary flight
looking at such concepts as streamlining, balloon helicopters (how air makes things
move) and remote control flying saucer.
2.
Sound
Energy/The Science of the Didgeridoo – molecules of air that are moving
essentially cause sound energy. This
part of the show would examine the science behind the Didgeridoo. The Didgeridoo
(Yardaki) is one of the most complex musical instruments ever created in as far
as the complexity of the sound. This would be discussed. Three boys (only boys
play Didgeridoo in Aboriginal Culture) selected from the audience will attempt
to play.
Sound
Energy would be further examined by discussing and demonstrating the science of
sound by the simple 3 cups off the head demonstration (three
girl student ‘models’ participate) A loud explosion demonstrated by a small,
safe hydrogen balloon, is used to explain dramatically what sound energy
is.(moving air) . Why we can’t hear sound in space is explained (NO AIR)
3.
Science
of Fire – The show would also examine the deep understanding that Indigenous
Australians have of fire as a land management tool. Many of the traditional fire
management techniques are still used in places like
Students would then learn about the actual science of
fire-the 3 ingredients needed for fire to exist include oxygen, fuel and heat.
A short experiment using a Bunsen burner,
tripod, evaporating dish and eucalyptus oil, demonstrates why Eucalyptus trees
are so flammable in a bushfire. Fire safety message is predominant.
Danger of playing with fire is constantly
reinforced. In the 3-6 and Years
4.
Traditional Aboriginal Instruments- Students
listen to Rusty the Robot sing and play guitar (live). The song “Raining on the
Rock” a song about Uluru, written by John Williamson. The song has a great feel
and an excellent line ‘I am proud to travel this great land like an Aborigine’.
Seven students will also accompany along on rainsticks and clapsticks. ( All
audience members are encouraged to sing along) These are two examples of traditional
Indigenous instruments where sound energy is occurring. Music and Song has, and
continues to play an important
important role in the
world’s oldest, living culture.
5.
Students
learn about the inventions of the famous Aboriginal Scientist, David Unaipon.
He invented the handshears for shearing
sheep and also drew sketches of a Helicopter in 1914, 16 years before it received a patent in 1930. Unaipon has
been called
Please note well, the show is a science show, not an Indigenous Cultural Show. The Jollybops Science Shows feel deeply priveleged to be able to share these aspects of Indigenous Science with primary school audiences throughout Australia.See www.jollybopsscience.com.au. (Submitted by Mark Nicholl)
New issue
L1-Educational Studies in Language and
Literature
Science Literacy for All Students: Language,
Culture, and Knowledge about Nature and Naturally Occurring Events A special
issue guest edited by Larry Yore (Canada), Pauline Chinn (Hawaii) &
Brian Hand (USA)
Click for complete issue: vol 8, issue 1,
L1-Educational Studies in Language and Literature
<http://l1.publication-archive.com/public?fn=lookup&repository=1&string=vol%208%2C%20issue%201>
Contents
Yore, L.D, Chinn, P.W. U &
Hand, B. (2008). Editorial. Science literacy for all: influences of culture,
language, and knowledge about nature and naturally occurring events. L1 –
Educational Studies in Language and Literature, 8 (1), p. 1-3. <http://l1.publication-archive.com/public?fn=enter&repository=1&article=299>
NO ABSTRACT
Yore, L.D.
(2008). Science literacy for all students: Language, culture, and knowledge
about nature and naturally occurring events. L1 – Educational Studies in
Language and Literature, 8 (1), p. 5-21 <http://l1.publication-archive.com/public?fn=enter&repository=1&article=213>
ABSTRACT. It is important that the
first, native, home, or mother tongue language (L1), cultural and personal
beliefs, ontological assumptions, and epistemological beliefs of students be
explicitly considered in teaching and learning environments where a different
language of instruction (L2) and an English-dominated scientific enterprise (L3)
are commonplace. Teaching in today’s multicultural classrooms in most countries
requires understanding of the three-language issue. Research inquiries into
language, literacy, and science issues must consider the values, beliefs, and
practices and the traditional knowledge about nature and naturally occurring
events embedded in language and culture. This introductory piece provides a
reference frame for the roles of the nature of western science, language, and
culture for these considerations in an attempt to produce insights for
culturally sensitive curricula and effective constructivist teaching. Some
authors will question the explicit and implicit values of western science as
outlined here, which is the central purpose of this special issue. Cultural
restoration, environmental literacy to survive, and other priorities are
competing goals with acculturation into western science discourse communities
for some peoples.
KEYWORDS: epistemology, nature of western science,
ontology, science literacy, scientific language/discourse
Rivard, L.P, & Cormier, M. (2008). Teaching
science to French-speaking students in English Canada using an instructional
congruence model involving discourse-enabling strategies. L1 – Educational
Studies in Language and Literature, 8 (1), p. 23-41 <http://l1.publication-archive.com/public?fn=enter&repository=1&article=214>
ABSTRACT. Outside the province of Quebec in Canada, most
Francophones live in a minority-language context in which English dominates the
linguistic and cultural landscape. In North America and the world, the English
language has become the lingua franca of the scientific community and of
society, generally. Enhancing the teaching of science for Francophones will
require providing a rich array of discursive opportunities in the minority
language while moving students from contextualised to de-contextualised
language. Cormier (2004) developed a model for teaching science to minority
Francophone students where reading, talking, and writing are core activities.
The authors present a revised model that better addresses the needs of all
linguistic minority learners in the science classroom.
KEYWORDS: academic language,
francophone, identity, instructional congruence, linguistic
insecurity
Bryan, L.A., & Allexsaht-Snider, M. (2008).
Community and classroom contexts for understanding nature and naturally
occurring events in rural schools in Mexico. L1 – Educational Studies in
Language and Literature, 8(1), p. 43-68. <http://l1.publication-archive.com/public?fn=enter&repository=1&article=215>
ABSTRACT. In this study, we develop a
portrait of how teachers in two, rural Mexican, multi-age classrooms (grades
1-6) deliberately situate science instruction within the local community and
teach social discourse practices to mediate their students’ transitions between
science, school, and community settings. One important means of social mediation
was the teachers’ commitment to constructing authentic contexts for instruction.
In addition, both teachers facilitated the learning of three sets of social
discourse practices that are integral to science teaching and learning:
responsibility and autonomy, cross-age interaction and collaboration, and public
performance. The social discourse practices that we observed in these classrooms
can be seen as potential foundations for engaging in culturally responsive,
inquiry-based, science instruction grounded in the ways of learning science that
many Mexican immigrant students are likely to have
encountered.
KEYWORDS: elementary science, social discourse practices,
rural Mexican schools
Fakudze, C., & Rollnick, M. (2008). Language,
culture, ontological assumptions, epistemological beliefs, and knowledge about
nature and naturally occurring events: Southern African perspective. L1 –
Educational Studies in Language and Literature, 8 (1), p. 69-94. <http://l1.publication-archive.com/public?fn=enter&repository=1&article=216>
ABSTRACT. African students enter the classroom with a rich
heritage of traditional beliefs that, if handled sensitively and with
understanding, can play an important role in enabling learning of science.
Recent developments in the understanding of how students acquire this knowledge
may assist in promoting this process. This paper investigates studies situated
within the worldview theory that examine the learning of science concepts within
a Southern African sociocultural environment by looking at (a) the problems and
solutions for students in such settings when they learn through a medium of
instruction (L2 and L3) that is different from their first language (L1), (b)
the nature of the worldview presuppositions held by African students on selected
natural phenomena, and (c) the nature of cognitive border crossing exhibited by
students from a Southern African traditional worldview to a western scientific
worldview that forms the basis of a Cognitive Border Crossing Learning Model
(CBCLM). Two important issues are explored in relation to the language issue:
using a discourse-based model to show how accessing either spoken or written
mixed discourse may facilitate learners’ comprehension of scientific discourse
and allow a teacher to assist in its production, and how code switching is a
useful strategy to assist border crossing in the science classroom. The CBCLM is
presented as a feasible way of describing how, when, and in what contexts a
student shifts from one worldview to another during the learning
process.
KEYWORDS: code switching, cognitive border crossing,
cultural border crossing, border crossing, collateral learning, culture,
language, science, worldview.
Guo, C.-J. (2008). Science learning in the
contexts of culture and language practices: Taiwanese perspective. L1 –
Educational Studies in Language and Literature, 8 (1), p. 95-107 <http://l1.publication-archive.com/public?fn=enter&repository=1&article=217>
ABSTRACT. This paper describes the cultural and linguistic
practices in modern Taiwan and how these attributes and the current educational
traditions and expectations influence students’ science learning. Taiwan is a
multicultural, not monocultural, country bound together by a common written
language system. An examination of the traditional Chinese and indigenous
cultural and language practices indicated that the habits of mind of traditional
Chinese philosophers tend to be intuitive, metaphorical, descriptive, and
holistic in contrast to the rational, causal, analytical, and reductive ways of
thinking that are emphasized in western science. In addition, there are
distinctive features of Chinese words and cultural beliefs that are likely to
have impacts on students’ learning of science. In view of the way science
instruction is typically delivered in Taiwanese schools, implications of the
above points on science education research and science instruction are also
briefly mentioned.
KEYWORDS: culture, language, science learning,
Taiwan
Snively, G.J., & Williams, L.B. (2008).
“Coming to Know”: Weaving Aboriginal and western science knowledge, language,
and literacy into the science classroom. L1 – Educational Studies in Language
and Literature, 8 (1), p. 109-133 <http://l1.publication-archive.com/public?fn=enter&repository=1&article=218>
ABSTRACT. Following the work of contemporary thinkers, we
propose that every culture has its own science and that both indigenous and
western science knowledge systems are valuable and have been useful to the
cultures developing them. Because a valid interpretation of scientific literacy
must be consistent with a prevailing image of science and rapid changes taking
place in society, we propose more inclusive definitions and metaphors of science
literacy. Science literacy for Aboriginal people must reflect a broad cultural
approach that recognizes the unique way Aboriginal people live and present their
experience and knowledge. Literacy programs from an Aboriginal perspective must
go beyond reading, writing, and numeracy to include oracy — stories, songs,
dances, symbols, ceremonies. Science literacy from an Aboriginal perspective
involves being knowledgeable about the extensive examples and applications of
Aboriginal science knowledge, as well as western science knowledge, and science
discourse about the nature of science. Literacy also includes the wisdom
component of Aboriginal science, which brings the discussion of values and
ethics to science and technology and requires sustaining both community and
environment. Aboriginal languages serve as storehouses of experience and
perspectives that help maintain cultural identity, resist assimilation, and
interpret the relationship between society and
environment.
KEYWORDS: Aboriginal, culture,
language, science, traditional ecological
knowledge
McKingley, E., & Keegan, P.J. (2008).
Curriculum and language in Aotearoa New Zealand: From science to Putaiao. L1
– Educational Studies in Language and Literature, 8 (1), p. 135-147
<http://l1.publication-archive.com/public?fn=enter&repository=1&article=219>
ABSTRACT. What becomes of knowledge when a language has
been displaced through colonisation and is being recovered and revitalized? In
the 1970s in Aotearoa (the Maori name for New Zealand), Maori began
teaching their children through the medium of te reo Maori (Maori
language) (L1) in an attempt to save it from extinction. This paper explores the
translation work in relation to a new technical language development (L3) based
on the language of instruction (L2) for a new Maori language science curriculum
(putaiao). We argue that the development of new terminology, no matter
how culturally sensitive the process is, creates new problems. First, the new
words can be perceived as representing traditional knowledge and, secondly,
traditional Maori knowledge will be erased with the new language. The challenge
presented to all concerned is how students will develop a more authentic
experience of Maori language, knowledge and culture. The paper argues that the
journey between science and putaiao is an ongoing transformation based on
language and the epistemology held within and is made more complex by the
relationships that exist between L1 (home), L2 (school), and L3 (discipline
specific) in a language revitalization context.
KEYWORDS: curriculum, indigenous L2
education, Maori-medium education, Maori science, putaiao, science
education
Chinn, P.W.U., Hand, B., & Yore, L.D. (2008).
Culture, language, knowledge about nature and naturally occurring events, and
science literacy for all: She says, he says, they say . L1 –
Educational Studies in Language and Literature, 8 (1), p. 149-171. <http://l1.publication-archive.com/public?fn=enter&repository=1&article=220>
ABSTRACT. Pauline Chinn and Brian Hand, both
well-established science educators interested in the role that language plays in
doing and learning science but with distinctly different stances, provide a
glimpse into an ongoing conversation and deliberation over 18 months about what
does it mean to come to know in science and how does this concept of science
translate into pedagogical practices. Larry Yore moderates and promotes these
conversations and deliberations to help identify intersections and shared
understandings and to contrast areas of differences and disagreements. These
professional reflections on their critical thinking and fundamental assumptions
about culture, language, and knowledge about nature and naturally occurring
events demonstrate the necessary and essential processes required to move the
science literacy for all agenda forward. They share their fundamental stances
and perspective about sociopolitical issues, postcolonial stances, science, and
schooling without being sidetracked from their purpose to inform and increase
awareness about the critical issues in science literacy for all. Their
conversations and insights may well be equally informative and empowering to
students from majority and minority cultures, since all learners appear to be
second language learners when it comes to science language, linguistic devices,
and discourse patterns.
KEYWORDS:
effective curriculum and instruction, pedagogy, science literacy for all, ways
of knowing
THE FIFTEENTH
INTERNATIONAL CONFERENCE ON LEARNING
The University
of Illinois, Chicago, Illinois, USA, 3-6 June 2008 http://www.LearningConference.com
The International Conference on Learning is for any person with an interest in, and concern for, education at any of its level - from early childhood, to schools, to higher education - and lifelong learning in any of its sites, from home to school to university to the workplace.
Main speakers include James R. Gavelek, Professor of Curriculum and Instruction at the University of Illinois at Chicago; Juana M. Sancho Gil, Educational Technology Professor at the University of Barcelona; Susan R. Goldman, Chair of the Governing Board of the Society for Text and Discourse; Fernando Hernandez, Professor in the Unit of Art Education at the Fine Arts Faculty of the University of Barcelona; James W. Pellegrino, Distinguished Professor in Psychology and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago; and Salim Vally, Senior Researcher at the Education Policy Unit, School of Education, University of Witwatersrand in South Africa.
The Conference will also include numerous paper, workshop and colloquium presentations by practitioners, teachers and researchers. We would particularly like to invite you to respond to the Conference Call-for-Papers. Presenters may choose to submit written papers for publication in the fully refereed International Journal of Learning. If you are unable to attend the Conference in person, virtual registrations are also available which allow you to submit a paper for refereeing and possible publication in this fully refereed academic Journal, as well as access to the electronic version of the Conference proceedings.
The
deadline for the next round in the call for papers (a title and short abstract)
is 13 March 2008. Proposals are reviewed within two weeks of submission. Full
details of the Conference, including an online proposal submission form, are to
be found at the Conference website - http://www.LearningConference.com
ASERA 2008.
39th Conference 2nd to 5th July 2008
Rydges Hotel, South Bank, Brisbane, QLD. Australia
Researchers are invited to submit an abstract for their 2008 ASERA paper by April 18, 2008 to asera08@asera.org.au. This Word document should include the title, names of authors and their affiliated institutions, and a brief abstract of no more than 200 words. Abstracts will only be included in the program if registration and payment documents are received by May 23, 2008.
International researchers who need their proposal to be refereed for funding purposes, please send a four-page proposal to Dr Greg Thomas, at the University of Alberta, Canada as well as submitting the abstract to asera. Greg's email address is: gthomas1@ualberta.ca. The proposal should include the purpose of the study, research questions, methods, results, discussion, conclusion where appropriate.
THE THIRD
INTERNATIONAL CONFERENCE ON INTERDISCIPLINARY SOCIAL
SCIENCES
Monash University Centre, Prato, Tuscany, Italy,
22-25 July 2008 http://www.SocialSciencesConference.com
The International Conference on Interdisciplinary Social Sciences examines the nature of disciplinary practices, and the interdisciplinary practices that arise in the context of 'real world' applications. It also interrogates what constitutes 'science' in a social context, and the connections between the social and other sciences.
Main speakers include Jan Nederveen Pieterse, Professor of Sociology at the University of Illinois Urbana-Champaign; and Constantine Skordoulis, Professor of Physics and Epistemology of Natural Sciences in the Department of Education at the University of Athens, Greece. The Conference will also include numerous paper, workshop and colloquium presentations by practitioners, teachers and researchers. We would particularly like to invite you to respond to the Conference Call-for-Papers. Presenters may choose to submit written papers for publication in the fully refereed International Journal of Interdisciplinary Social Sciences. If you are unable to attend the Conference in person, virtual registrations are also available which allow you to submit a paper for refereeing and possible publication in this fully refereed academic Journal, as well as access to the electronic version of the Conference proceedings.
The deadline for the next round in the call for papers (a title and short abstract) is 31 March 2008. Proposals are reviewed within two weeks of submission. Full details of the Conference, including an online proposal submission form, are to be found at the Conference website - http://www.SocialSciencesConference.com
XIII. IOSTE Symposium is the symposium of the International Organization for Science and Technology Education (IOSTE). IOSTE was established to advance the cause of education in science and technology as a vital part of the general education of the peoples of all countries and to provide scholarly exchange and discussion in the field of science and technology education. Consistent with our mission to encourage the peaceful and ethical use of science and technology in the service of humankind, IOSTE opposes the use of science and technology by government or other organizations for military purposes against civilians.
XIII. IOSTE symposium will promote the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge on science and technology education. You are invited to attend and participate in this international symposium which offers great opportunities to share your ideas, explore the research, development, and applications, and to network with the leaders in this important field of science and technology education.
This is mostly a summary of upcoming conferences. More
details may have been given above or in previous bulletins as shown. A web-based
contact is usually included. Inclusion of conferences in this list is not to be
read as an endorsement of the conference.
2008
April 2008
20-25 April: 28th Annual Seminar of the International Society for Teacher Education (ISTE), University of New England, Armidale, NSW, Australia. http://www.une.edu.au/campus/confco/iste2008/ (Dec07)
May
2008
16-18 May: The Global Studies
Conference,
June
2008
17-20 June: Eighth International Conference on Diversity in Organisations, Communities and Nations, HEC (Ecole des Hautes Etudes Commerciales), University of Montreal, Quebec, Canada, http://www.Diversity-Conference.com (Dec07)
July 2008
2-5 July: Australasian Science Education Research Association, Brisbane Qld http://asera.org.au/ (Aug07)
6-11 July: Australian Science Teachers Association, CONASTA57, Griffith University Gold Coast, Qld www.astmanagement.com.au/conasta57
9-12 July: Australian Association for Environmental Education, "Environmental education up the Track: Hot topics for our community", Darwin NT. http://www.cdu.edu.au/ehs/AAEE/ (Aug07)
15-18 July: Sixth International
Conference on New Directions in the Humanities, Fatih University, Istanbul,
Turkey,
http://www.HumanitiesConference.com
(Dec07)
22-25 July: Third International Conference on Interdisciplinary
Social Sciences, Monash University Centre, Prato, Tuscany, Italy, http://www.SocialSciencesConference.com (April07)
September 2008
19-22 September: TSCF 2008
International Social Capital Conference, "Perspectives on Social Capital and
Social Inclusion", Buggiba, Malta.
http://www.socialcapital-foundation.org/conferences/2008/TSCF%20International%20Conference%202008.htm (Dec07)
21-26 September: 13th IOSTE Symposium, "The use of science and
technology education for peace and sustainable development". Izmir, Turkey http://web.deu.edu.tr/ioste13/index/index.php? (April08)
December 2008
7-11 December: World Indigenous People's Conference on Education (WIPCE 2008), Melbourne, Victoria, Australia. http://www.wipce2008.com/
2009
January 2009
5-9 January: epiSTEME-3: Third international conference to review
research on Science, TEchnology and Mathematics Education. Homi Bhabha Centre for Science Education (TIFR), Mumbai,
India. http://www.hbcse.tifr.res.in/episteme (Feb08)
5-7
January: Fifth International Conference on Environmental, Cultural,
Economic and Social Sustainability, University of Technology, Mauritius,
http://www.SustainabilityConference.com (Feb08)
July
2009
ASERA, Deakin University, Victoria. Dates and venue to be decided.
2010
July 2010
ASERA, University of Newcastle (NSW). Dates and venue to be decided.
|
Last updated: 1 April 2008 |