A Two-Eyed Seeing Teaching and Learning Framework for Science Education
Bibliographic Data
| ID | 15401009 |
|---|---|
| Authors | Connie Cirkony (0000-0002-7438-7960, University of Tasmania, corresponding author), John Kenny (0000-0001-6456-6781, University of Tasmania), David Zandvliet (0000-0002-8978-4731, Simon Fraser University) |
| Year | 2023 |
| Volume | 23 |
| Issue | 2 |
| Pages | 340-364 |
| Publication date | 2023-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Science Mathematics and Technology Education (JOURNAL) |
| Journal identifiers | ISSN: 1492-6156 • E-ISSN: 1942-4051 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s42330-023-00276-z |
| OpenAlex | W4384343039 |
| Language | EN |
| References cited | 54 |
Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the 8 Aboriginal Ways of Learning, which illustrates different ways of knowing—many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation
Curriculum · Engineering ethics · Indigenous · Mathematics education · Pedagogy · Perspective (graphical · Science education · Sociology · Animal and Plant Science Education · Computer Science · Engineering · Indigenous and Place-Based Education · Psychology · Science Education and Pedagogy
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Two Views About Explicitly Teaching Nature of Science
Bridging indigenous and scientific knowledge
“Two‐Eyed Seeing”
Indigenous knowledge and science revisited
Designing and delivering representation-focused science lessons in a digital learning environment
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
Equity and justice in science education
Humanistic science education
“Decolonizing” Curriculum and Pedagogy
Sacred Ecology
Research as Cultural Renewal
Towards decolonizing the pan‐Canadian science framework
Two-Eyed Seeing in the Classroom Environment
Indigenous Knowledge Within a Global Knowledge System
Successful university-school partnerships
Pandora's hope
Internationalization of an Indigenous Anticolonial Cultural Critique of Research Methodologies
Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing
An Emerging Decolonizing Science Education in Canada
Cultural processes in science education
Science education in a multiscience perspective
The Cultural Interface of Islander and Scientific Knowledge
Pathways for Indigenous Education in the Australian Curriculum Framework
The Cultural Interface
Engaging Indigenous Knowledges
The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education
| Citation velocity | historical |
|---|---|
| Highly cited | No |