Cover subtitle: Indigenous and scientific ways of knowing nature

Includes bibliographical references and index

Recent and coming changes to science curricula -- A vignette -- What the book is about -- Reasons for placing indigenous knowledge in school science -- Equity and social justice -- Strength of a nation's economy -- Improvement of eurocentric science -- Preparation of science-oriented students for science careers -- Indigenous sovereignty and cultural survival -- Enhancement of human resiliency -- Positive results of integration -- Africa -- United States -- Aotearoa, New Zealand -- Australia -- Canada -- Eurocentric science: background -- A quick look at the historical evolution of eurocentric science -- Scientists: who are they? -- Other views of eurocentric science -- Worldview -- The culture of eurocentric science -- The problem with universalism -- Clarification of science -- Eurocentric sciences -- Diversity within eurocentric science -- The myth of the scientific method -- A more realistic view of eurocentric sciences -- The myth of achieving objectivity -- Fundamental presuppositions -- Nature is knowable -- Eurocentric sciences are embedded in social contexts -- Eurocentric sciences have predictive validity -- Scientifc knowledge is dynamic -- Scientific knowledge is generalizable -- Eurocentric sciences operate on rectilinear time -- Eurocentric sciences subscribe to Cartesian dualism -- Eurocentric sciences are reductionist -- Eurocentric sciences are anthropocentric -- The material world is governed by quantification -- Reality is reproduced or represented by scientifc knowledge -- Empirical data speak for themselves: positivism -- Indigenous knowledge: background -- Clarification of indigenous -- Clarification of knowledge and nature -- Clarification of coming to know -- Indigenous ways of living in nature -- Fundamental attributes -- Place-based -- Monist -- Holistic -- Relational -- Mysterious -- Dynamic -- Systematically empirical -- Baed on cyclical time -- Valid -- Rational -- Spiritual -- The concept of knowledge revisited -- Comparing the two ways of knowing nature -- Deborah's story -- Hidden pitfalls to avoid when comparing two cultures -- Stereotyping -- Language -- Different versions of eurocentric sciences -- Comparisons -- Similarities -- Differences -- A scheme for comparisons -- Classroom applications -- Building bridges of understanding: general advice for teachers -- Resources for science teachers -- Elder involvement -- Community contexts -- Role models -- Teaching materials and resources -- Indigenous student learning -- Classroom environment -- Instructional approaches -- Time-honoured indigenous ideas about teaching -- Other approaches to teaching -- Deborah's story revisited -- Student assessment -- Indigenous languages -- Teacher expectations -- Mr. Chang's story -- Appendix A: A cross-cultural science unit -- Appendix B: Questions for reflection and discussion -- Appendix C: Website resources -- Appendix D: Recommended books about indigenous worldviews.

9, 10, 11, 12, i, s.