Aikenhead, Glen

Author argues that, if science education is to contribute to Aboriginal peoples economic development, environmental responsibility and cultural survival, then Indigenous common sense used together with Aboriginal and Western knowledge and technology about nature, as ways of learning, must also be used.

Describes developments in science education since 2006 related to an agenda to decolonize the Pan-Canadian Science Framework by recognizing Indigenous knowledge as being foundational to understanding the physical world.

Advocates a culturally responsive curriculum which is only possible with culturally-based instructional resources and teacher involvement. Paper originally presented to 9th Symposium of the International Organization for Science and Technology.

Discusses project developed to help students cross the border between their community's Aboriginal culture and the culture of Western science.

Originally published in: The International Handbook of Science Education edited by B.J. Fraser and K.G. Tobin.

Provides an understanding of the way three diverse cultural groups (Indigenous, Japanese, and Euro-American) understand nature.

A paper presented by Glen Aikenhead of the University of Saskatchewan to the annual meeting of the American Education Research Association, New Orleans, April 26, 2000.

Explores ways to alleviate the alienation experienced by Aboriginal students in the science classroom.

Discusses a two-year project to develop a science curriculum in conjuntion with Dene and Cree knowledge of nature. Paper presented at the Indigenous Knowledge Conference 2001 held at the University of Saskatchewan.

Project focuses on integrating Indigenous knowledge of science and technology into the Saskatchewan provincial science curriculum. Includes links to teacher guide, summary, minutes of meetings, and stories from the field.

Research indicates teachers' self-awareness, if they are conflicted about science and First Nations knowledge, will improve how they deal with the issue; and students avoiding science in high school and university could not explain why. Creative ways of diminishing instruction barriers are needed.

Asserts that a multi-cultural Science-Technology school curriculum has the greatest potential for success.

Discussion of the interrelationships between Aboriginal and Non-Aboriginal concepts of science.

Explores Indigenous science education from a cultural perspective.

States that in order to participate in school science students are expected to discard Indigenous ways of learning.

Introduces a professional resource, Enhancing School Science with Indigenous Knowledge: What We Know From Teachers and Research.