the elusive indigenous perspective through science education student teachers’ eyes. gregory smith...
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The elusive indigenous perspective through science
education student teachers’ eyes.Gregory Smith
(Charles Darwin University)Michael Michie
(Batchelor Institute)
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What are pre-service teachers’ perceptions of indigenous perspectives?
Research Question
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Assignment task set in a science education unit undertaken by preservice students at a regional university,
Open-ended task, exploring students’ own views of science and indigenous perspectives: no predefined concepts or expert maps,
Data collected over two years, and 149 students
Data collection
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hierarchical visual knowledge representations where concepts are linked by linking words to form propositions (Novak, 1990),
‘represent meaningful relationships between concepts’ (Novak & Gowin, 1984, p.15),
More dynamic interplay of concepts: hierarchical, cyclic, networked, spider maps, spokes & chains, mind, links: labelled, unlabelled or unidirectional (Safayeni et al.,2005, Kinchin et al.,2000, Nesbit & Adesope, 2006, Cañas et al., 2012)
The Concept Map
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Concept map morphology(Kinchin & Alias, 2005)
A. ChainB. SpokeC. Net/network
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Additional morphology - spokes
Recognised the increasing complexity during analysis phase:a. Basic spokeb. Spoke with chainsc. Repeated spokes
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Relational structure that reveals the perceptions of the creator, and so is unique, as it reflects ’his/her experiences, beliefs and biases in addition to his/her understanding of a concept’ (Kinchin & Hay, 2000, p.44; Cañas & Carvalho, 2008),
Represents student mental models or an image of aspects of their cognitive structure (Safayeni et al. et al., 2005), and
Visual construction of the students’ cognitive structures depicting conceptual understanding as emergent knowledge (Kinchin, 2011; O’Connor, 2012)
Why use concept maps?
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Morphology
Results
Type of concept map Total Percent
1. Chain 1 0.7
2a. Basic spoke 5 3.4
2b. Spoke with chains 22 14.8
2c. Repeated spokes 98 65.8
3. Network 22 14.8
Other 1 0.7
149 100.2
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Majority of students presented one of six science themes to present their understanding of indigenous perspectives:
1. Seasons (including weather)2. Astronomy3. Ecology4. Plants5. Animals6. Natural Resource Use
Science Themes
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Weather: network
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Repeated spokes
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More than Bush Tucker?| 11 July 2011 | Slide 12
Repeated spokes
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spokes
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Seasons: Spokes with chains
The Bininj/Mungguy indigenous people of
Kakadu weather seasons
The Bininj/Mungguy indigenous people of
Kakadu weather seasons
Gudjewg/ Monsoon: Dec to Mar
Gudjewg/ Monsoon: Dec to Mar
Thunderstorms, heavy rain and flooding. The true wet!
Thunderstorms, heavy rain and flooding. The true wet!
Heat and humidity generate an explosion of plant and animal life
Heat and humidity generate an explosion of plant and animal life
Stranded animals and eggs are a good food source at this time
Stranded animals and eggs are a good food source at this time
Banggerreng / knock em down storm season April
Banggerreng / knock em down storm season April
The rain clouds have cleared
and the blue skies prevail
The rain clouds have cleared
and the blue skies prevail
Flood water recedes and streams start to run clear
Flood water recedes and streams start to run clear
Because of the sun plants are fruiting
Because of the sun plants are fruiting
Animals are caring for their young
Animals are caring for their young
Yegge/ cooler but still humid season May to June
Yegge/ cooler but still humid season May to June
Relatively cool with low humidity
Relatively cool with low humidity
Wetlands and billabongs are covered with water lilies
Wetlands and billabongs are covered with water lilies
Flowering woollybutt tells Bininj/Mungguy that it’s time to start burning the woodlands
Flowering woollybutt tells Bininj/Mungguy that it’s time to start burning the woodlands
This action promotes new growth for grazing animals
This action promotes new growth for grazing animals
Wurrgeng/ cold weather season June to August
Humidity is low, day time temperatures are low. Clear skies
Water resources dry out. Animals flock to the few watering holes left
Gurrung / Hot dry weather. August to October
Gurrung / Hot dry weather. August to October
The sun is out with cool breeze.
The sun is out with cool breeze.
Sea turtles lay their eggs while the goannas rob their nests
Sea turtles lay their eggs while the goannas rob their nests
Gunumeleng / pre monsoon storm season October to December
Gunumeleng / pre monsoon storm season October to December
The build up of cloud that creates humidity
The build up of cloud that creates humidity
Thunderstorms build in the afternoons. Barramundi move from their waterholes
Thunderstorms build in the afternoons. Barramundi move from their waterholes
Now Bininj people moved from camp to live under shelter. Because of the coming storms
Now Bininj people moved from camp to live under shelter. Because of the coming storms
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Students who used more complex concept maps were considered to have more complex mental models (Kinchin, 2011)
Complexity
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Grouping of concept maps, Relationships between topics maintained, Relationship Matrix: identifying relationships
between nodes, Word cloud (frequency), and ‘Meaning diagram’
Meta-analysis
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Word Cloud: Astronomy
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1. Majority of students displayed reasonably complex relationships in their perceptions of indigenous perspectives
Conclusions
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2. Relate to 6 science themes
Related to Science understandings: Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.
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3. The science themes demonstrate a complex network of interrelationships.
OBSERVATION-PATTERNS-RELATIONSHIPS-CHANGE
Represents a holistic approach associated with Indigenous ways
of thinking.
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4. Relationship to the curriculum
a. Science understandings Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.
b. Context Science as a Human Endeavouri. Nature and development of science
(observation, patterns, change, relationships)
ii. Use and influence of science (application)