Science Theme: Scale and MeasurementTeaching Approach: Indigenous Knowledge (IK)Grade/s: P/1/2Article: Embedding Indigenous Perspectives in Teaching School Science.Author: Subhashni Devi AppannaLink to article: http://journals.cambridge.org.ezproxy1.acu.edu.au/download.php?file=%2F2704_9C99CF52C0CC6B656BBCEA9881A96BE4_journals__JIE_JIE40_S1326011100000053a.pdf&cover=Y&code=1fb97328d8c6e8901e3a1a9fe14560df

Appannas (2011) article explores and provides insights into Indigenous science education research, identifying and attempting to understand the cultural and language barriers in education. In particular, the article examines how you can use these barriers of engagement to plan effective strategies and learning opportunities to encourage participation and engagement of Indigenous students in learning science. This article provides strategies and ways for both teachers and parents to intertwine the barriers of engagement with engaging learning opportunities for students who are disengaged. The article explores a range of approaches to teaching science education to incorporate Indigenous knowledge including a cross-cultural approach, or incorporating Indigenous knowledge into science content, contextualising western science in Indigenous settings.

Barriers of Engagement Faced by Indigenous Australian Students:

Disaffected with school The relevance of the school curriculum is one explanation to the large number of Indigenous students leaving school early. Contrast between the Indigenous views and the Western worldview. This is due to the western emphasis on facts, explanations and producing knowledge to progress society, where as, the Indigenous worldview of intelligence highlights value, spirituality and holistic views to maintain society. Cultural exclusion and discrimination affecting students desire to go to school Language barriers

Effective Strategies to Engage Indigenous Students in Learning School Science: Important to build relationships with Indigenous students in all aspects of the classroom, providing opportunities to explore their communities, provide respect towards this and acknowledge how they may differ from non-Indigenous communities.

Teacher-Student and Teacher-Community Relationships Supportive Classroom Environment Recognising Indigenous Students Knowledge Systems Links with Indigenous Communities

Implications for Teachers

Ability to appreciate cultural differences and work with these to create a positive learning environment. Empathy and respect for cultural identities to provide support within the classroom. Use a multifaceted approach to learning Recognise and understand differing perspectives, in particular, cultural perspectives of all learners in their class when introducing new learning content. Provide support for students to cross borders and barriers in their learning Implications that may exist in the classroom and how you can positively respond to these to create safe and supportive environments for all students.

In conclusion, the article provides ways and opportunities for teachers and parents to build cultural bridges between the scientific and cultural world. It is the teachers responsibility and ultimate goal to use the students language and culture as a positive influence, rather than a barrier to learning. In particular the article emphasised the importance of teachers using differentiation and scaffolding to assist students in bridging the gap between their culture and their scientific world to engage them in their learning. The ability to use an Indigenous Teaching Approach is extremely effective for all subject learning as this allows Indigenous students to make meaning and engagement with the content knowledge to succeed in all aspects of their classroom learning.

Teachers responsibility and goal is to use all students backgrounds, histories and cultures as a positive impact on teaching and learning, not view this as a hindrance.

Teachers responsibility to scaffold learning appropriately and effectively for all students- promote reconciliation in the classroom