Mack, E., Augare, H., Different Cloud-Jones, L., Davíd, D., Quiver Gaddie, H., Honey, R., … Wippert, R. (2012). Effective practices for creating transformative informal science education programs grounded in Native ways of knowing. Cultural Studies of Science Education, 7(1), 49–70. https://doi.org/10.1007/s11422-011-9374-y
In this article, the authors explored the common features in successful informal science education (ISE) programs in indigenous communities around the world, but primarily in North America. Although constructivist theory is not specifically mentioned in is this article, the strategies that are listed are recognizably constructivist. These include building on student's pre-existing knowledge, and making the content relevant to their lives. It also notes the importance of collaboration, especially with community members that students will recognize as leaders. This reinforces the relevance of the content instruction by showing that Person X is on board with it, and helps counter any notion that the science being taught contradicts traditional knowledge.
In this article, the authors explored the common features in successful informal science education (ISE) programs in indigenous communities around the world, but primarily in North America. Although constructivist theory is not specifically mentioned in is this article, the strategies that are listed are recognizably constructivist. These include building on student's pre-existing knowledge, and making the content relevant to their lives. It also notes the importance of collaboration, especially with community members that students will recognize as leaders. This reinforces the relevance of the content instruction by showing that Person X is on board with it, and helps counter any notion that the science being taught contradicts traditional knowledge.
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