Removing the fear from teaching Traditional Ways of Knowing in science

Sofie Costin; Karen Burke Da Silva

Removing the fear from teaching Traditional Ways of Knowing in science

Sofie Costin, Karen Burke Da Silva

College of Science and Engineering

Research output: Contribution to journal › Meeting Abstract › peer-review

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Abstract

Incorporating Traditional Ways of Knowing (TWK) into science education has long been recommended (e.g., Meyer & Crawford, 2011; Rich, 2012; Zidny, Sjöström, & Eilks, 2020). While many students are unaware that alternatives to western knowledge exist (Rich, 2012), cross-cultural education can provide students with the tools for a multiple-knowledge approach to real-world problems and can increase the relevance of science education beyond theories and facts,contextualising learning in everyday life (Zidny et al., 2020).

Original language	English
Pages (from-to)	24-24
Number of pages	1
Journal	Proceedings of The Australian Conference on Science and Mathematics Education
Publication status	Published - 23 Sept 2022
Event	Australian Conference on Science and Mathematics Education - University of Western Australia, Perth, Australia Duration: 28 Sept 2022 → 30 Sept 2022

Keywords

cultural awareness
science and engineering
Indigenous perspectives
multiple knowledges

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Published versionFinal published version, 55.3 KBLicence: CC BY

https://openjournals.library.sydney.edu.au/IISME/article/view/16283Licence: CC BY

Cite this

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title = "Removing the fear from teaching Traditional Ways of Knowing in science",

abstract = "Incorporating Traditional Ways of Knowing (TWK) into science education has long been recommended (e.g., Meyer & Crawford, 2011; Rich, 2012; Zidny, Sj{\"o}str{\"o}m, & Eilks, 2020). While many students are unaware that alternatives to western knowledge exist (Rich, 2012), cross-cultural education can provide students with the tools for a multiple-knowledge approach to real-world problems and can increase the relevance of science education beyond theories and facts,contextualising learning in everyday life (Zidny et al., 2020). ",

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AB - Incorporating Traditional Ways of Knowing (TWK) into science education has long been recommended (e.g., Meyer & Crawford, 2011; Rich, 2012; Zidny, Sjöström, & Eilks, 2020). While many students are unaware that alternatives to western knowledge exist (Rich, 2012), cross-cultural education can provide students with the tools for a multiple-knowledge approach to real-world problems and can increase the relevance of science education beyond theories and facts,contextualising learning in everyday life (Zidny et al., 2020).

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M3 - Meeting Abstract

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ER -

Removing the fear from teaching Traditional Ways of Knowing in science

Abstract

Keywords

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