University of Hawai`i Curriculum Research & Development Group.Ĭossentino, J. Eos, 100.Ĭenter for Montessori in the Public Sector. Keeping Indigenous science knowledge out of a colonial mold. Native science: Natural laws of interdependence. What makes storytelling so effective for learning? Harvard Business Publishing. Science instructional time is declining in elementary schools: What are the implications for student achievement and closing the gap? Science Education, 97(6), 830–847. If indigenous peoples stand with the sciences, will scientists stand with us? Daedalus, 147(2), 148–159. The long black strip: A lesson in humility. Educational Research and Reviews, 11(14). Pre- and in-service preschool teachers’ science teaching efficacy beliefs. Research in Science Education, 31, 337–355. Integrating Western and Aboriginal science: Cross-cultural science teaching. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.Īikenhead, G. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. They also often lack confidence in their ability to teach the sciences.
Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. Montessori, Cosmic Curriculum, Hawaiian Language Immersion, Indigenous epistemology, culture-based science curricula, Anschauung educators Abstract