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LEADER 00000cam a2200577Ma 4500 
001    ocn973423979 
003    OCoLC 
005    20210924092111.0 
006    m     o  d         
007    cr cn|---uuuuu 
008    170124s2016    bcc     o     000 0 eng d 
035    (OCoLC)973423979 
040    CN8ML|beng|cCN8ML|dOCLCO|dOCLCF|dVT2|dK6U|dOCLCQ|dWYU
049    RIDW 
050  4 GN476|bK66 2016 
090    GN476|bK66 2016 
245 00 Knowing home|nBook 1 :|bbraiding Indigenous science with 
       western science /|cedited by Gloria Snively and Wanosts'a7
       Lorna Williams. 
256    Electronic data. 
260    Victoria, BC :|bUniversity of Victoria,|c2016. 
300    1 online resource 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
500    Open Access Collection. 
505 0  I. Theoretical, Historical and Epistemological Foundations
       -- Chapter 1 -- Braiding Indigenous Science with Western 
       Science -- Chapter 2 -- Why Transforming the Science 
       Curriculum is Necessary for Aboriginal Students -- Chapter
       3 -- "Coming to Know": A Framework for Indigenous Science 
       Education -- Chapter 4 -- Creating Change: Instructional 
       Strategies, Teacher Education, Teaching Science in Rural 
       Aboriginal and Urban Multicultural Schools -- Chapter 5 --
       Representations of Indigenous Science in Textbooks, 
       Curriculum Resources, and Government Documents -- II. 
       Understanding and Acknowledging Indigenous Science -- 
       Chapter 6 -- Indigenous Science: Proven, Practical and 
       Timeless -- Chapter 7 -- A Window into the Indigenous 
       Science of Some Indigenous Peoples of Northwestern North 
       America -- III. Understanding Children's Ideas, Beliefs 
       and Worldviews -- Chapter 8 -- When Uncles Become Killer 
       Whales: Bridging Indigenous Science, Western Science and 
       Worldviews -- Chapter 9 -- Changing Students' Perceptions 
       of Scientists, the Work of Scientists, and Who Does 
       Science -- IV. Indigenous Science Curriculum -- Chapter 10
       -- Seasonal Wheel -- Chapter 11 -- Money from the Sea: A 
       Cross-cultural Indigenous Science Problem-solving Activity
       -- Chapter 12 -- Dzaxwan (Oolichan Fish): Stories my 
       Elders Told Me -- Chapter 13 -- Gwaya'elas, How We Do 
       Things: The Development and Evaluation of Dzaxwan 
       Curriculum -- Chapter 14 -- Storytelling is our Textbook 
       and Curriculum Guide -- Chapter 15 -- Gitga'at Plant 
       Project: Bridging the Gap between Generations 
520    "Since Indigenous peoples have developed time-proven 
       approaches to sustaining both community and environment, 
       Elders and young people are concerned that this rich 
       legacy of Indigenous Science with its wealth of 
       environmental knowledge and the wisdom of previous 
       generations could disappear if it is not respected, 
       studied and understood by today's children and youth. A 
       perspective where relationships between home place and all
       other beings that inhabit the earth is vitally important 
       to all residents - both inheritors of ancient Indigenous 
       Knowledge and wisdom, and newcomers who can experience the
       engagement, joy and promise of science instilled with a 
       sense of place. This book takes a step forward toward 
       preserving and actively using the knowledge, stories, and 
       lessons for today and future generations, and with it a 
       worldview that informs everyday attitudes toward the 
       earth. Knowing Home: Braiding Indigenous Science with 
       Western Science is far more than a set of research papers 
       or curriculum studies. The project outputs include both, 
       but they are incorporated into a theoretical structure 
       that can provide the methodological basis for future 
       efforts that attempt to develop culturally responsive 
       Indigenous Science curricula in home places. It is not 
       just one or two angels to organize, but multiple 
       interwoven approaches and cases that give this project its
       exceptional importance. Thus, the project outputs have 
       been organized into two books. Book 1 provides an overview
       of why traditional knowledge and wisdom should be included
       in the science curriculum, a window into the science and 
       technologies of the Indigenous peoples who live in 
       Northwestern North America, Indigenous worldview, 
       culturally responsive teaching strategies and curriculum 
       models, and evaluative techniques. It is intended that the
       rich examples and cases, combined with the resources 
       listed in the appendices, will enable teachers and 
       students to explore Indigenous Science examples in the 
       classroom; and in addition, support the development of 
       culturally appropriate curriculum projects."--BC Campus 
550    Made available online by British Columbia Open Campus. 
590    Open Educational Resources (OER). Open Textbooks 
590    Promoted: Local to Global Cooperative|bOpen Textbook 
650  0 Ethnoscience|vTextbooks. 
650  7 Ethnoscience.|2fast|0(OCoLC)fst00916208 
650  7 Canada.|2iptcnc 
650  7 Community.|2iptcnc 
650  7 Culture.|2iptcnc 
650  7 Curriculum.|2iptcnc 
650  7 Ecology.|2iptcnc 
650  7 Education.|2iptcnc 
650  7 Epistemology.|2iptcnc 
650  7 Ethnic group.|2iptcnc 
650  7 Experiment.|2iptcnc 
650  7 First language.|2iptcnc 
653    Open Access Collection. 
653    BC Open Campus. 
655  0 Electronic books. 
655  4 Electronic books. 
655  7 Textbooks.|2fast|0(OCoLC)fst01423863 
700 1  Snively, Gloria,|d1943- 
700 1  Williams, Wanosts'a7 Lorna. 
856 40 |u
       |zOnline textbook via the Open Textbook Library. 
948    |d20221222|cOpenTextbook|tadd 988 July2021-June2022|lridw 
994    92|bRID