A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
A Multi-Perspective Reflection on How Indigenous Knowledge and Related Ideas Can Improve Science Education for Sustainability
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多视角反思本土知识和相关思想如何改善可持续发展的科学教育
DOI：
10.1007/s11191-019-00100-x
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发表时间：
2020
影响因子：
2.8
通讯作者：
I. Eilks
中科院分区：
文献类型：
--
作者：
Robby Zidny;Jesper Sjöström;I. Eilks
土著知识提供了不同土著人民对世界的具体看法。它提供了与传统西方科学普遍不同的关于自然和科学的不同观点。此外，它还介绍了对自然和自然中的人的不同观点。本文主要从西方自然和科学的角度出发，分析了科学教育领域的文献，重点关注本土知识与科学教育相结合的研究和实践。本文提出了如何阐述和设计可持续发展科学教育的教育模型和框架，其中考虑了本土知识和相关的非西方和替代西方思想。为此，本土知识需要与相关术语（例如民族科学）、东方观点（例如佛教）和另类西方思维（例如后人类教育）结合起来。这一批判性审查为如何将土著社区的观点、方面和实践纳入科学教学和学习提供了更强有力的反思。它还表明本土知识为科学学习提供了丰富而真实的背景。同时，它提供了在当代（西方）科学教育中反思自然和科学观点的机会，有助于发展更加平衡和全面的世界观、跨文化理解和可持续性。
Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggestsDidaktikmodels and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-humanBildung). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.
培训南非和日本教育工作者制定本土科学课程的前景和挑战
DOI：
--
发表时间：
2008
期刊：
South African Journal of Higher Education 22(1)
影响因子：
--
作者：
Ogunniyi;M. and Ogawa;M.
通讯作者：
M.
影响因子：
1.2
作者：
Aikenhead, Glen S.;Ogawa, Masakata
通讯作者：
Ogawa, Masakata