“If only we could understand how students make sense of their natural world, we could design a science curriculum so that science makes sense to all students.“ [1]
Until relatively recently, science educators taught science from the perspective of Western science, and only Western science. Which, when taken in the context of Canadian history, is not surprising given that under the Indian Act education was the tool of assimilation policies designed to alienate Indigenous Peoples from their cultures, traditions, and identities.
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