Gregory Smith Charles Darwin University Michael Michie Batchelor Institute What are preservice teachers perceptions of indigenous perspectives Research Question Assignment task set in a science education unit undertaken by preservice students at a regional university ID: 273625
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Slide1
The elusive indigenous perspective through science education student teachers’ eyes.
Gregory Smith(Charles Darwin University)Michael Michie(Batchelor Institute)Slide2
What are pre-service teachers’ perceptions of indigenous perspectives?
Research QuestionSlide3
Assignment task set in a science education unit undertaken by preservice students at a regional university,Open-ended task, exploring students’ own views of science and indigenous perspectives: no predefined concepts or expert maps,
Data collected over two years, and149 studentsData collectionSlide4
hierarchical visual knowledge representations where concepts are linked by linking words to form
propositions (Novak, 1990),‘represent meaningful relationships between concepts’ (Novak & Gowin, 1984, p.15),More dynamic interplay of concepts: hierarchical, cyclic, networked, spider maps, spokes & chains, mind, links: labelled, unlabelled or unidirectional (Safayeni et al.,2005, Kinchin et
al.,2000, Nesbit & Adesope, 2006, Cañas et al., 2012) The Concept MapSlide5
Concept map morphology(Kinchin & Alias, 2005)
Chain
SpokeNet/networkSlide6
Additional morphology - spokes
Recognised the increasing complexity during analysis phase:Basic spokeSpoke with chains
Repeated spokes Slide7
Relational structure that reveals
the perceptions of the creator, and so is unique, as it reflects ’his/her experiences, beliefs and biases in addition to his/her understanding of a concept’ (Kinchin & Hay, 2000, p.44; Cañas & Carvalho, 2008),Represents student mental models or an image of aspects of their cognitive structure (Safayeni et al. et al., 2005), andVisual construction
of the students’ cognitive structures depicting conceptual understanding as emergent knowledge (Kinchin, 2011; O’Connor, 2012)
Why use concept maps?Slide8
Morphology
Results
Type of concept map
Total
Percent
1. Chain
1
0.7
2a. Basic spoke
5
3.4
2b. Spoke with chains
22
14.8
2c. Repeated spokes
98
65.8
3. Network
22
14.8
Other
1
0.7
149
100.2Slide9
Majority of students presented one of six science themes to present their understanding of indigenous perspectives:
Seasons (including weather)AstronomyEcologyPlantsAnimals
Natural Resource UseScience Themes Slide10
Weather: networkSlide11
Repeated
spokesSlide12
Repeated
spokesSlide13
spokesSlide14
Seasons: Spokes with chains
The Bininj/Mungguy indigenous people of Kakadu weather seasons
Gudjewg
/ Monsoon: Dec to Mar
Thunderstorms, heavy rain and flooding. The true wet!
Heat and humidity generate an explosion of plant and animal life
Stranded animals and eggs are a good food source at this time
Banggerreng
/ knock em down storm season April
The rain clouds have cleared and the blue skies
prevail
Flood water recedes and streams start to run clear
Because of the sun plants are fruiting
Animals are caring for their young
Yegge/ cooler but still humid season May to June
Relatively cool with low humidity
Wetlands and billabongs are covered with water lilies
Flowering
woollybutt
tells
Bininj
/
Mungguy
that it’s time to start burning the woodlands
This action promotes new growth for grazing animals
Wurrgeng/ cold weather season June to August
Humidity is low, day time temperatures are low. Clear skies
Water resources dry out. Animals flock to the few watering holes left
Gurrung / Hot dry weather. August to October
The sun is out with cool breeze.
Sea turtles lay their eggs while the goannas rob their nests
Gunumeleng / pre monsoon storm season October to December
The build up of cloud that creates humidity
Thunderstorms build in the afternoons. Barramundi move from their waterholes
Now Bininj people moved from camp to live under shelter. Because of the coming stormsSlide15
Students who used more complex concept maps were considered to have more complex mental models (Kinchin, 2011)
ComplexitySlide16
Grouping of concept maps,Relationships between topics maintained,
Relationship Matrix: identifying relationships between nodes,Word cloud (frequency), and ‘Meaning diagram’Meta-analysisSlide17
Word Cloud: AstronomySlide18Slide19Slide20
Majority of students displayed
reasonably complex relationships in their perceptions of indigenous perspectivesConclusionsSlide21
2. Relate to
6 science themes
Related to Science understandings: Biological, Earth & Space Sciences but limited Physical or Chemical Sciences.Slide22
3.
The science themes demonstrate a complex network of interrelationships.
OBSERVATION-PATTERNS-RELATIONSHIPS-CHANGE
Represents a holistic approach associated with Indigenous ways of thinking.Slide23
4. Relationship to the curriculum
Science understandings Biological
, Earth & Space Sciences but limited Physical or Chemical Sciences.Context Science as a Human
Endeavour
Nature and development of science (observation, patterns, change, relationships)
Use and influence of science (application)