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Cited by 55Indigenous and Place-Based EducationScience Education and PedagogyIndigenous Health, Education, and Rights

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Designing Pedagogies for Indigenous Science Education: Finding Our Way to Storywork

Marin, Ananda, Bang, Megan·2015·Journal of American Indian Education
DOI 10.1353/jaie.2015.a798550
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Abstract

This article explores teachers' sense-making in teaching science. The literature on nonmajority teachers' experiences in designing and planning for instruction is limited. Examinations of teachers' understandings of science teaching and learning in the context of educational reform have failed to look closely at teachers as designers of community-based science-learning environments. We analyze the sense-making that occurred when American Indian teachers met in an informal learning environment to design and implement science curricula. Findings reveal that teachers engaged with community-based stories while designing curricula and framed stories in terms of lesson launches or instructional beginnings (Jackson, Garrison, Wilson, Gibbons, Shahan, 2013). Drawing on the work of Jo-ann Archibald (2008), we view this process as akin to “storywork” and suggest that teacher design meetings serve as a critical site of sense-making where teachers can build shared knowledge of science content and design pedagogies that are “culturally sustaining and revitalizing” (McCarty Lee, 2014).

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  • Incorporating culturally significant stories in science lessons can help increase students' interest and strengthen their learning engagement in science.

    “The findings from the reviewed studies also suggested that incorporating culturally significant stories in science lessons can help increase students’ interest and strengthen their learning engagement in science”

    From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Marin & Bang, 2015

  • Indigenous knowledge keepers and elders impart cultural beliefs, wisdom and values of a community to younger generations through folklore or storytelling, with certain stories also serving as educational tools.

    “the study findings show that Indigenous knowledge keepers and elders impart the cultural beliefs, wisdom and values of a community to younger generations through folklore or storytelling, with certain stories also serving as educational tools”

    From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Marin & Bang, 2015

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Metadata

Authors
Marin, A., & Bang, M.
ORCID
Venue
Journal of American Indian Education
Publisher
Project MUSE
Published
2015-06
Volume
54
Issue
2
Pages
29-51
ISSN
  • 0021-8731 (ISSN-L)
  • 2379-3651
DOI
10.1353/jaie.2015.a798550
OpenAlex
W4379805416
Cited by
55
References
0
Citations by year
2026: 3 · 2025: 9 · 2024: 13 · 2023: 7 · 2022: 7 · 2021: 3 · 2020: 4 · 2019: 3 · 2018: 4 · 2017: 2
FWCI
10.00
Type
journal article
Language
en
Open access
closed
Locations
  • The Journal of American Indian Education (publishedVersion)
  • Project Muse (Johns Hopkins University) (submittedVersion)
Topics
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Health › Indigenous Health, Education, and Rights
Keywords
curriculum development, storywork, culturally sustaining pedagogy, informal learning environments

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