Developing teachers' place-based and culture-based pedagogical content knowledge and agency

Second International Handbook of Science Education

Volumn , Issue , 2012, Pages 323-334

  Chinn, Pauline W U ^a  

^a UNIVERSITY OF HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84988537254     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4020-9041-7_23     Document Type: Chapter

References (50)

1. Aikenhead, G. (2006, August). Science and technology education from different cultural perspectives. Paper presented at International Organization for Science and Technology Education Symposium, Penang, Malaysia.
2. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
3. Barnhardt, R. (2002). Domestication of the ivory tower: Institutional adaptation to cultural distance. Anthropology and Education Quarterly, 33, 238-249.
4. Bowers, C. A. (1999). Changing the dominant cultural perspective in education. In G. A. Smith & D. R. Williams (Eds.), Ecological education in action: On weaving education, culture, and the environment (pp. 161-178). Albany, NY: State University of New York Press.
5. Bryan, L., & Allexsaht-Snider, M. (2008). Community and classroom contexts for understanding nature and naturally occurring events in rural schools in Mexico. L1 - Educational Studies in Languages and Literature, 8 (1), 43-68.
6. Cajete, G. (1999). "Look to the mountain": Reflections on indigenous ecology. In G. Cajete (Ed.), A people's ecology: Exploration in sustainable living (pp. 1-20). Santa Fe, NM: Clear Light Publishers.
7. Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.
8. Chinn, P. (2006). Preparing science teachers for culturally diverse students: Developing cultural literacy through cultural immersion, cultural translators and communities of practice. Culture Studies of Science Education, 1, 367-402.
9. Chinn, P. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44, 1247-1268.
10. Chinn, P. (2008). Connecting traditional ecological knowledge and western science: The role of native Hawaiian teachers in sustainability science. In A. J. Rodriguez (Ed.), The multiple faces of agency: Innovative strategies for effecting change in urban school contexts (pp. 1-27). Rotterdam, the Netherlands: Sense Publishers.
11. Dewey, J. (1897). My pedagogic creed. The School Journal, 54 (3), 77-80. Retrieved January 25, 2010 from http://dewey.pragmatism.org/creed.htm
12. Dewey, J. (1958). Experience and nature. Mineola, NY: Dover Publications.
13. Education Week. (2004). Professional development. Retrieved 2 September, 2009, from http:// www.edweek.org/rc/issues/professional-development/
14. Emekauwa, E. (2004a). The star is my name: The Alaska Rural Systemic Initiative and the impact of place-based education on native student achievement. Washington, DC: Rural Trust White Paper on Place-Based Education.
15. Emekauwa, E. (2004b). They remember what they touch: The impact of place-based learning in East Feliciana Parish. Washington, DC: Rural Trust White Paper on Place-Based Education.
16. Foster, A. L. (2005). Student interest in computer science plummets. Retrieved 31 October, 2008, from http://chronicle.com/free/v51/i38/38a03101.htm
17. George, J. (2001). Culture and science education: A look from the developing world. Retrieved September 12, 2009, from http://www.actionbioscience.org/education/george.html
18. Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006). Understanding the earth systems of Malawi: Ecological sustainability, culture, and place-based education. Science Education, 90, 660-680.
19. Greenfield-Arambula, T. (2005, April). The research lens on multicultural science teacher education:What are the research findings, if any, on major components needed in a model program for multicultural science teacher education? Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Dallas, TX.
20. Gruenewald, D. A. (2008). Place-based education: Grounding culturally responsive teaching in geographical diversity. In D. A. Gruenewald & G. A. Smith (Eds.), Place-based education in the global age: Local diversity (pp. 137-153). New York: Taylor & Francis Group.
21. Ilutsik, E. (2003). Yup'ik region: Nurturing new teachers into the Y/Cup'ik culture. Retrieved November 9, 2008, from http://www.ankn.uaf.edu/sop/SOPv8i3.html#yupik.
22. Janssen, M. A., & Ostrom, E. (2006). Governing social-ecological systems. In L. Tesfatsion & K. L. Judd (Eds.), Handbook of computational economics (Vol. 2, pp. 1465-1509). Amsterdam, the Netherlands: North-Holland.
23. Jegede, O. J., & Okebukola, P. A. (1991). The effect of instruction on socio-cultural beliefs hindering the learning of science. Journal of Research in Science Education, 28, 275-285.
24. Kaneshiro, K. Y., Chinn, P., Duin, K., Hood, A. P., Maly, K., & Wilcox, B. A. (2005). Hawaii's mountain-to-sea ecosystems: Social-ecological microcosms for sustainability science and practice. Ecohealth, 2 (4), 1-12.
25. Kates, R. W., & Parris, T. M (2003). Long-term trends and a sustainability transition. Proceedings of the National Academy of Sciences, 100, 8062-8067.
26. Kawagley, A., & Barnhardt, R. (1999). Education indigenous to place: Western science meets native reality. In G. A. Smith & D. R. Williams (Eds.), Ecological education in action: On weaving education, culture, and the environment (pp. 117-140). Albany, NY: State University of New York Press.
27. Kawagley, A., & Barnhardt, R. (2007). Education indigenous to place: Western science meets native reality. Retrieved November 2, 2011 from http://www.ankn.uaf.edu/curriculum/Articles/BarnhardtKawagley/EIP.html.
28. Knapp, C. E. (2007). Place-based curricular and pedagogical models: My adventures in teaching through community contexts. In D. A. Gruenewald & G. A. Smith (Eds.), Place-based education in the global age: Local diversity (pp. 5-28). New York: Taylor & Francis.
29. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY:Cambridge University Press.
30. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA:Corwin Press.
31. Loveland, E. (2003). Achieving academic goals through place-based learning: Students in five states show how to do it. Washington, DC: Rural School and Community Trust.
32. Malcolm, S., Chubin, D., & Babco, E. (2005). Women and STEM disciplines: Beyond the barriers. American Association of Colleges and Universities, 34, 4.
33. Mason, C. (1999). The TRIAD approach: A consensus for science teaching and learning. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 277-292). Boston, MA: Kluwer Academic.
34. Monhardt, R., & Orris, J. (2007, April). The TRRBOE Project: A place-based professional development program for elementary and middle school teachers on the Colorado Plateau. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
35. National Research Council. (1996). National science education standards. Washington, DC:National Academy Press.
36. Nelson-Barber, S., & Trumbull, E. (2007). Making assessment practices valid for Indigenous American students. Journal of American Indian Education, 46 (3), 132-147.
37. Niess, M. L., & Scholz, J. M. (1999). Incorporating subject matter specific teaching strategies into secondary science teacher preparation. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 257-276). Boston, MA: Kluwer Academic.
38. Ogawa, M. (1995). Science education in a multiscience perspective. Science Education, 79, 583-593.
39. Organization for Economic Cooperation and Development (OECD). (2006). Evolution of student interest in science and technology studies. Paris, France: Organization for Economic Co-operation and Development Global Science Forum.
40. Orr, D. W. (2004). Earth in mind: On education, environment, and the human prospect. Washington, DC: Island Press.
41. Parris, T. M., & Kates, R. W. (2003). Characterizing a sustainability transition: Goals, targets, trends, and driving forces. P roceedings of the National Academy of Sciences, 100, 8068-8073.
42. Place-based Education Evaluation Collaborative. (2007). The benefits of place-based education: A report from the Place-based Education Evaluation Collaborative. Retrieved 14 September, 2009, from http://www.promiseofplace.org/
43. Raven, P. (2002). Science, sustainability, and the human prospect. Science, 297, 954-958.
44. Riggs, E. M. (2004). Field-based learning and Indigenous Knowledge in geoscience education for Native Americans. Paper presented at 2004 Annual Meeting of the National Association of Research in Science Teaching.
45. Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education, 53, 148-157.
46. Semken, S., & Freeman, C. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92, 1042-1057.
47. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
48. Sternberg, R. J. (2003). What is an "expert student?" Educational Researcher, 32 (8), 5-9.
49. Wenger, E. (2003). Communities of practice and social learning systems. In D. Niconi, S. Gherardi, & D. Yanow (Eds.), Knowing in organizations: A practice-based approach (pp. 76-99). Armonk, NY: M. E. Sharpe.
50. Woodhouse, J. L., & Knapp, C. E. (2001). Place-based curriculum and instruction: Outdoor and environmental education approaches. Thresholds in Education, XXVII, 31-34.