A Pedagogical Model for Engaging Aboriginal Children with Science Learning

Autor/inn/en	Hackling, Mark; Byrne, Matt; Gower, Graeme; Anderson, Karen
Titel	A Pedagogical Model for Engaging Aboriginal Children with Science Learning
Quelle	In: Teaching Science, 61 (2015) 1, S.27-39 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Indigenous Populations; Disadvantaged Youth; Foreign Countries; Minority Group Students; Learner Engagement; Rural Schools; Observation; Student Participation; Teaching Methods; Hands on Science; Student Behavior; Interpersonal Relationship; Science Instruction; Culturally Relevant Education; Elementary School Students; Audio Equipment; Ethnography; Cultural Awareness; Cooperative Learning; Behavior Modification; Communication Strategies; Questioning Techniques; Vocabulary Development; Relevance (Education); Cues; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Benachteiligter Jugendlicher; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Audio-CD; Ethnografie; Cultural identity; Kulturelle Identität; Kooperatives Lernen; Behaviour modification; Verhaltensänderung; Kommunikationsstrategie; Befragungstechnik; Fragetechnik; Wortschatzarbeit; Relevance; Relevanz; Stichwort; Australien
Abstract	Aboriginal children experience social and educational disadvantage and many are not engaged with schooling or learning, which results in significantly lower levels of educational attainment. The Aboriginal Education Program delivered by Scitech to remote Western Australian schools has been shown to significantly increase student ratings of their enjoyment of science, curiosity about science phenomena and their rating of science as a favourite subject. Teachers reported that student focus and engagement was very high during the Scitech activities and that student attendance and behaviour was better than usual (Hackling, Byrne, Gower, & Anderson, 2012). This study investigated the practices used by the Scitech presenters that generated high levels of student engagement. Analysis of classroom observations and transcripts of classroom dialogue from lessons that generated high levels of engagement showed that a set of 11 pedagogies underpinned this engaging practice. The pedagogical practices addressed: relationship-building, facilitation of effective hands-on activity work, participation in classroom discourse and connecting the science activities to the student's experiences and local context. The findings of this study elaborate the Primary Connections Indigenous perspectives framework (Australian Academy of Science, 2008), and provide a model to underpin approaches to teaching Aboriginal children, and possibly other children, who are not engaged with learning science. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01