Indigenous Science Network Bulletin
February 2001 (Volume 4, Number 1)
Editor: Michael Michie
The Council for Aboriginal Reconciliation handed its report to the prime minister early in December 2000. The report is available at the council's website
Unfortunately there doesn't appear to be a pdf version
A number of reports to DETYA (the Commonwealth Department of Education and Youth Affairs) that relate to indigenous education can be located on their website, in both RTF and PDF formats.
Positive Self-Identity for Indigenous Students and its Relationship to School Outcomes presents the findings of a team of researchers from the Queensland University of Technology: Nola Purdie, Gillian Boulton-Lewis and John Fanshawe, Penny Tripcony and Andrew Gunstone. The project researched the relationship between school outcomes and the self-identities of young Indigenous Australians. It analyses the role of positive self-identify, devises a working definition of positive self-identity and suggests practical strategies for increasing the positive self-identity of Indigenous students in order to improve their school outcomes.(PDF version 350kb 85 pages)
Better Practice in School Attendance - Improving the School Attendance of Indigenous Students was undertaken by Professor Colin Bourke MBE, Monash University, Dr Ken Rigby and Ms Jenny Burden, University of South Australia, as a collaborative project involving the Centre for Indigenous Studies at Monash University. Drawing from an analysis of schools data, a literature review and consultations, the report outlines the patterns and characteristics of schools attendance of Indigenous students. It also discusses possible causes of non-attendance and strategies to improve attendance. (PDF version 372kb 66 pages)
National Indigenous English Literacy and Numeracy Strategy: 2000-2004
Glen Aikenhead wrote:
I've been sent the report from the Commonwealth Depart of Ed, Training and Youth Affairs. It reports on research conducted by the IESIP SRP. I have 3 documents:
· National Indigenous English Literacy and Numeracy Strategy: 2000-2004
· What works? Explorations in Improving Outcomes for Indigenous Students
· What has Worked (and Will Again)
(I haven't been able to locate the last two on the DETYA website. Ed.)
I received the following note from Vicky Nakata.
I work on the Indigenous Online Network project at the Aboriginal Research Institute at UniSA and Martin Nakata forwarded your email referring to the latest bulletin. I have put this announcement on the what's new page on the ION site. We have a link to your network on our educational resources page. Hope this is OK. let me know if it isn't. In the near future there will be an email facility on the what's new page so if ever you want to advertise or highlight any thing feel encouraged to send us an email and we are happy to do this. Also in the near future we hope to send out a promo for ION to encourage more interaction.
I like your site by the way, shows a lot of dedication and it's so hard to find a collection of that sort of material.
Liz McKinley (University of Waikato, Aotearoa New Zealand) sent the following note:
A group of people at the American Educational Research Association (AERA) are starting a special interest group called The Indigenous Peoples of the Pacific (IPPSIG). The purpose of the group is to address the issues and topics on indigenous education and research, including the production of indigenous knowledge, and ways of knowing, from an indigenous perspective. To join you must be a member of AERA at the same time. International affiliate fees for AERA are $US45 for 1 year, and $US10 to belong to IPPSIG. Membership forms can be downloaded from http://www.aera.net/member/
The person chairing this Special interest group (or SIG) is Margaret Maaka, Dept of Teacher Education and Curriculum Studies, University of Hawaii (Manoa).
AERA this year is 10-14 April in Seattle, Washington. I am going and will hopefully be able to report on papers of interest to the group.
University of Saskatchewan, Saskatoon, Saskatchewan, Canada 28 - 30 May 2001
Glen Aikenhead sent information on this conference.
Hosted by the Indigenous Peoples Program, Extension Division, University of Saskatchewan, Saskatoon, Saskatchewan, Canada.
The Honouring Conference will focus on the following themes:
Abstracts and Proposals
This conference will bring together Indigenous and non-indigenous people who will share professional, academic and community-based knowledge about protecting traditional resources, cultural knowledge, and biodiversity. Representatives from various parts of the globe will join participants from across Saskatchewan and Canada to share their experiences with issues that have affected local communities, for example, biotechnology and resource depletion activities of governments and corporations.
Cultural activities such as a feast, elders talks and a trip to the world heritage site, Wanuskewin, is planned as part of the conference. Conference will be limited to 150 people and will take place just prior to the Canadian Indigenous Native Studies Association Annual conference, 31 May - 3 June 2001. Participants are invited to attend both events. (Separate registration.) Those interested in presenting papers or organizing sessions, panel discussions, should submit their name, institutional and band/tribal affiliation and title with abstracts/proposals (not to exceed 250 words) as email attachments, or fax to:
Conference Co-ordinator, Priscilla Settee
Indigenous Peoples Program, Extension Division
University of Saskatchewan
Saskatoon, Saskatchewan, Canada S7N 5C8
The deadline for submissions of abstracts is 5 January 2001.
Thanks to all those people who sent information about upcoming conferences.
50th Conference of the Australian Science Teachers Association (CONASTA 50). 8-13 July 2001, Sydney, Australia. (http://www.conasta.stansw.asn.au)
32nd Annual Conference of the Australasian Science Education Research Association (ASERA). 13-15 July 2001. Sydney, Australia. (http://www.fed.qut.edu.au/projects/asera/)
Annual Conference of the National Association for Research in Science Teaching (NARST 2001), 26-29 March 2001, St Louis MI, USA (http://www.narst.org/conference.html)
49th National Convention of the National Science Teachers Association (NSTA), 22-25 March 2001, St Louis MI, USA (http://www.nsta.org)
American Education Research Association, 10-14 April, Seattle, Washington USA (http://www.aera.net)
Honouring Indigenous Knowledge Conference, University of Saskatchewan, Saskatoon, Saskatchewan, Canada 28 - 30 May 2001 (email: firstname.lastname@example.org)
Canadian Indigenous Native Studies Association Annual conference, 31 May - 3 June 2001
Australian Association for Research in Education, 2001 International Education Research Conference, Perth Western Australia 2 - 6 December 2001 Crossing Boundaries - New Frontiers for Educational Research (http://www.aare.edu.au)
There have been two Forums on Indigenous Research held in Australia, in 1999 and 2000. The next of these is to be held at the University of Melbourne, organised by Marcia Langdon. The dates for this meeting have not been set yet but I hope to have them for the next bulletin.
A listing of conferences is also kept by the Indigenous Online Network, at http://www.ion.unisa.edu.au/conf/conferences.html. From here you can also access proceedings from the first Forum on Indigenous Research (the Umulliko forum).
Liberating Minds Through Disciplined Inquiry; Liberating Inquiry Through Disciplined Minds (http://www.narst.org/conference.html)
Leslie Jones (University of Northern Iowa) has been preparing a workshop at the NARST Conference entitled Reconciliation: A Cultural Lesson for the Sciences from Australia and Hawai'i. The following is the workshop abstract.
As antiracist science educators, we see the need for the scientific community to make a conciliatory effort toward groups that it has historically marginalized and excluded. On the basis of first hand observations of Australian and Hawaiian political efforts, the members of this panel will discuss how the idea of Reconciliation holds promise for showing educators how critical it is to define science and science education in new ways that are consistent and compatible with different cultures. Reconciliation movements in Australia and Hawai'i have succeeded in highlighting the pressing need to restore the right of self-determination to indigenous peoples and to repair cultural relations that have been damaged through centuries of oppression. We argue that it is critical for science educators to acknowledge the role that science and science education has played in maintaining arrangements of marginalization and inequality. We feel that Reconciliation is a critical step in opening a space so that science educators can pursue a meaningful move toward the fulfilment if the concept of "Science for All".
The workshop is scheduled for 1:00 - 2:30 pm on Tuesday, 27 March (see below). For more information, contact Leslie Jones (email@example.com).
Preliminary Program (http://narst.coe.uga.edu/)
(I have been through the preliminary program and focused on the sections from strand 6 on Cultural, social and gender issues. Ed).
8:30 AM - 10:00 AM Concurrent Sessions Monday, March 26
Session Title: Under-representation and Achievement in Science
Lakota, Nakota, Dakota - The Investigation of Role Modeling for Science Careers in Native American Students Rena Faye Norby, Black Hills State University
Playing With Science at the Foot of Mountain Papak-Waqa: A Set of Science Learning Activities for Atayal Students in Taiwan Li-Yu Fu, National Tsing Hua University
SME Students in HBCUs Teresa Arámbula-Greenfield , University of Hawaii
The Black-White Achievement Gap in Science: Trends, Questions, and Implications for Research and Practice Obed Norman, Washington State University; Charles R. Ault, Lewis & Clark College; Bonnie Bentz, Washington State University
1:00 PM - 2:30 PM Concurrent Sessions Monday, March 26
Strand 06 (Cultural, Social, and Gender Issues)
Theoretical and Empirical Perspectives on Urban Science Education Kenneth G. Tobin, University of Pennsylvania; William C. Jr Kyle, University of Missouri - St. Louis; Angela Calabrese-Barton, University of Texas - Austin; Maria Varelas, University of Illinois - Chicago
1:00 PM - 2:30 PM Concurrent Sessions Monday, March 26
Session Title: Diversity in Science Education
Science with, from, and for Language Minority Communities: Building Learning Communities of Immigrant Preservice Teachers and the Families They Teach Through Shared Experiences in Science Lorie A. Hammond, California State University - Sacramento
Relationship of Spatial Ability and Gender to Performance in Veterinary Gross Anatomy Judy Provo-Klimek, Kansas State University; Walter C. Cash, Kansas State University
Utilizing Student Voices to Evaluate Sociotransformative Constructivism as a Method of Preservice Teacher Training B. T. Andrew Gilbert, New Mexico State University
Female and Male Hispanic Students Majoring in Science or Engineering: Their Stories Describing Their Educational Journeys Susan Wightman Brown, New Mexico State University
Urban Science Teaching and High Stakes Assessment: Beyond Triage Mentality Lee Meadows, University of Alabama -Birmingham; John Settlage, Cleveland State University
Working With Women in Primary (Elementary) Science Teacher Education: Changing Identities for Changing Teaching Katrina Miller, University of Brighton
3:00 PM- 4:00 PM Concurrent Sessions Monday, March 26
Alternative Approaches to Cross-cultural Science Education and Research: Building Communities of Inquiry Sharon E. Nichols, East Carolina University; Deborah J. Tippins, University of Georgia ; Lorie A. Hammond, California State University - Sacramento; William C. Kyle, Jr., University of Missouri - St. Louis
4:30 PM - 6:00 PM Concurrent Sessions Monday, March 26
Session Title: Gendered Science
"Gendered" Science in a Male-World: High School Students Express Their Feelings Mercy Funke Ogunsola-Bandele, Ahmadu Bello University
Why Don't we Feel we are Part of it: Identity and "the Gender of Science" Li-Ling Tsai, University of British Columbia
Through the Looking Glass: Teachers Examine Their Science Classrooms Through the Eyes of Adolescent Girls Gayle A. Buck, University of Nebraska - Lincoln
Using Rural Ways of Knowing to Structure a Socio-Cultural Framework for Science Education Wanja Gitari, University of Toronto
Strand 06 (Cultural, Social, and Gender Issues)
Constraints to Science Education Reform in Rwanda Jaya Earnest, Curtin University of Technology; David F. Treagust, Science and Mathematics Education Centre, Curtin University of Technology
Development and Validation of Nigerian Students' Cultural Belief Inventory on the Environment Michael Nunayon Ahove, Lagos State University
An Investigation of the Relationship Between Scientific and Religious Domains for the Study of Nature Ravinder Koul, Pennsylvania State University - Great Valley
Cross-Cultural Science Teaching: Praxis Glen S. Aikenhead, University of Saskatchewan
10:30 AM - 12:00 Noon Concurrent Sessions Tuesday, March 27
Session Title: The Effect of Interventions on Students Interest in Science
African-American Students' Perceptions of Factors Which Influence Their Decisions in Science Rhea Lynne Miles, East Carolina University
Attitude Toward Science of Urban Fifth Grade Students Over Time and School Type Molly H. Weinburgh, Georgia State University
The Sisters in Science Program: A Three Year Analysis Penny L. Hammrich, Temple University; Beverly Livingston, Temple University; Greer Richardson
1:00 PM - 2:30 PM Concurrent Sessions Tuesday, March 27
Strand 06 (Cultural, Social, and Gender Issues)
Reconciliation: A Cultural Lesson for the Sciences From Australia and Hawaii Leslie S. Jones, University of Northern Iowa; William J. Letts, IV, Charles Sturt University ; Michael T. Hayes, University of Hawaii - Manoa; Pauline W.U. Chinn, University of Hawaii - Manoa (see above)
4:30 PM - 6:00 PM Concurrent Sessions Tuesday, March 27
Session Title: Science Experience in High Schools
Physical Science Interests and Experiences Among High School Females One Year After an Intervention
Program Katherine A. Phillips; Lloyd H. Barrow, University of Missouri - Columbia
Gender Differences in Learning Computer Programming Martha M. Voyles, Grinnell College; Gena L. Guttschow, University of Minnesota; Timothy Fossum, University of Wisconsin; Susan Haller, University of Wisconsin
An Exemplary Teacher in the Unique Educational and Cultural Context of Taiwan: A Case Study Jong-Hsiang Yang, National Taiwan Normal University ; Sheau-Wen Lin, National Pingtung Teachers College
Gender, Science Experience and Understanding for Mechanics by High School Students Lloyd H. Barrow, University of Missouri - Columbia ; Katherine Phillips, University of Missouri - Columbia
10:30 AM - 12:00 Noon Concurrent Sessions Wednesday, March 28
Engaging Students in Equitable, Inclusive, and Participatory Science Activity: The Role of the Teacher, Pedagogy, and Educational Reform
Kathleen Sue Davis, University of Massachusetts - Amherst; Chris Irwin, University of Massachusetts -Amherst; Paige Bray, University of Massachusetts - Amherst; Tarin H. Weiss, University of Massachusetts -Amherst
2:30 PM - 4:00 PM Concurrent Sessions Wednesday, March 28
Session Title: Science for Linguistically Diverse Students
Science Concept Attainment in Second Language Learners Provi M. Mayo, Purdue University ; George M. Bodner, Purdue University
How 8 Middle-Level Latina Students Understood and Gave Meaning to Science Carolyn Ann Parker, University of Maryland
Promoting Science Inquiry With Linguistically Diverse Elementary Students Okhee Lee, University of Miami; Sandra H. Fradd, University of Florida; Aubrey B. Campbell, University of
6:00 PM - 7:00 PM Concurrent Sessions Wednesday, March 28
Strand 06 (Cultural, Social, and Gender Issues)
Teaching Science for Diversity and Understanding: Using Sociotransformative Constructivism as a Tool for Teacher Development Alberto J. Rodriguez, New Mexico State University; B.T. Andrew Gilbert, New Mexico State University
Michael Matthews has written with information about a special issue of Science and Education. The special issue of the journal 'Science & Education' devoted to the topic of 'Constructivism and Science Education' has just been published (Vol.9 No.6). It contains 7 articles, 146pp and the contributors include four philosophers and three science educators, drawn from five countries.
Because of the importance of the topic, and the calibre of the contributions, the issue has been overprinted and is available through the International History, Philosophy and Science Teaching Group (IHPSTG) to non-subscribers (subscribers will receive it as usual). The cost is USD25 (AUD40), air mail included.
SCIENCE & EDUCATION Volume 9 No. 6 November 2000
CONSTRUCTIVISM AND SCIENCE EDUCATION
PHILIP MATTHEWS / Learning Science: Some Insights from Cognitive Science
STUART ROWLANDS / Turning Vygotsky on his Head: Vygotsky's 'Scientifically Based Method' and the Socioculturalist's 'Social Other'
ANTON E. LAWSON / How Do People Learn? And What Does That Imply About the Nature of Knowledge?
EDGAR JENKINS / Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency?
PETER DAVSON-GALLE / Contra Garrisonian Social Constructivism
JIM GARRISION / Deweyean Constructivism Defended: A Reply to Davson-Galle
GÜROL IRZIK / Back to Basics: A Philosophical Critique of Constructivism
For more information and an order form, contact Michael Matthews (e-mail: firstname.lastname@example.org )
Also Michael Matthews recently sent out details of the contents of the 2001 edition of Science and Education. There looks to be some papers which would be of interest to readers of this bulletin.
Volume Ten, Numbers One/Two
IGAL GALILI & AMNON HAZAN The Effect of a History-Based Course in Optics on Students' Views about Science
NAHUM KIPNIS Scientific Controversies in Teaching Science: The Case of Volta
HSINGCHI A. WANG & WILLIAM H. SCHMIDT History, Philosophy and Sociology of Science Education: Results from TIMSS
ALBERTO CORDERO Scientific Culture and Public Education
DAVID GRUENDER A New Principle of Demarcation: A Proposal for Science Education
JAN CROSTHWAITE Teaching Ethics and Technology - What is Required?
PANAGIOTIS PANTIDOS, KALLIOPI SPATHI & EVAGELOS VITORATOS Drama in Science Education: The Case of Blegdamsvej Faust
MICHAEL R. MATTHEWS Methodology and Politics in Science: The Fate of Huygens' 1673 Proposal of the Seconds Pendulum as an International Standard of Length
FRITZ KUBLI Galileo's 'Jumping-Hill' Experiment in the Classroom: A Constructivist Analysis
LÁSZLÓ KOVÁCS George von Békésy: Nobel Laureate in Physiology, Experimental Physicist and Art Collector was Born 100 Years Ago
FANNY SEROGLOU & PANAGIOTIS KOUMARAS The Contribution of the History of Physics in Physics Education: A Review
RON GOOD & JAMES SHYMANSKY Nature-of-Science Literacy in Benchmarks and Standards: Postmodern/Relativist or Modern/Realist?
RANDY BELL, FOUAD ABD-EL-KHALICK, NORMAN G. LEDERMAN, WILLIAM MCCOMAS & MICHAEL R. MATTHEWS The Nature of Science and Science Education: A Bibliography
Volume Ten, Number Three
STUART ROWLANDS, TED GRAHAM & JOHN BERRY An Objectivist Critique of Relativism in Mathematics Education
MANSOOR NIAZ How Important are the Laws of Definite and Multiple Proportions in Chemistry and Teaching Chemistry?
JÉRÔME VIARD & FRANÇOISE KHANTINE-LANGLOIS The Concept of Electrical Resistance: Cassirer's Philosophy and the Early Developments of Electric Circuits
ROBERTO DE ANDRADE MARTINS & CIBELLE CELESTINO SILVA Newton and Colour: The Complex Interplay of Theory and Experiment
JOSÉ M. VAQUERO & ANDRÉS SANTOS Heat and Kinetic Theory in 19th Century Physics Texts
Volume Ten, Number Four
ARTHUR O. STINNER Linking 'The Book of Nature' and 'The Book of Science': Using Circular Motion as an Exemplar Beyond the Textbook
IGAL GALILI & AMNON HAZAN Experts Views on Using History and Philosophy of Science in the Practice of Physics Instruction
JOSÉ CLAUDIO REIS, ANDREIA GUERRA, MARCO BRAGA & JAIRO FREITAS History, Science and Culture: Curricular Experiences in Brazil
ANNA BINNIE Using the History of Electricity and Magnetism to Enhance Teaching
MICHAEL N. FRIED Can Mathematics Education and History of Mathematics Coexist?
GUILLERMINA WALDEGG Ontological Convictions and Epistemological Obstacles in Bolzano's Elementary Geometry
Volume Ten, Number Five
MARIA YAMALIDOU Molecular Representations: Building Tentative Links Between the History of Science and the Study of Cognition
BO DAHLIN The Primacy of Cognition - or of Perception? A Phenomenological Critique of the Theoretical Bases of Science Education
CALVIN S. KALMAN Developing Critical Thinking in Undergraduate Courses
MARK J. LATTERY Thought Experiments in Physics Education: A Simple Example
MORDECHAI BEN-ARI Theory-Guided Technology in Computer Science
TAPIO KERANTO A Comparative Study of the Perceived Credibility of Scientific, Religious and Superstitious Claims among Finish, Estonian and American Primary Teacher Students
Volume Ten, Number Six
ANTONIO MORENO GONZALEZ "Weighing" the Earth: A Newtonian Test and the Origin of an Anachronism
SILVINA GVIRTZ, MA. ANGELA AISENSTEIN, ALEJANDRA VALERANI & JORGE CORNEJO The Natural Sciences in the Schools: Tension in the Modernization Process of
Argentine Society (1870-1950)
GYULA J. RADNAI How did Loránd Eötvös Choose a Research Topic?
F. JAMES RUTHERFORD Fostering the History of Science in American Science Education
SIBEL ERDURAN Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education
FRITZ KUBLI Can the Theory of Narratives Help Teachers to Become Better Storytellers?
OLIVAL FREIRE JR. & ROBINSON M. TENÓRIO A Graduate Programme in History, Philosophy and Science Teaching in Brazil
For more information you can email Michael Matthews.
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