Abstract
This paper acknowledges that indigenous students' everyday ways of understanding and school science ways of understanding are often very different. Examples from research conducted in different countries around the world are used to suggest smoother ways for indigenous students to cross the border from everyday ways of knowing, to school science ways of knowing. The theory of constructivism and context-based approaches to science learning are used to inform these approaches to smoother border crossings.
Journal
Teaching Science
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Volume
53
ISBN/ISSN
1449-6313
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Issue
2
Pages Count
6
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Publisher
Australian Science Teachers Association
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Date
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EISSN
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DOI
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