Overarching idea: Scale and Measurement

Teaching approach: Indigenous Knowledge

Grades: 1/2
Group Members: Kirsti McInnes, Mary Buffon, Jessica Moro & Ellen
Zambon
(A)

Comparison of articles about IK

Agrawal (1995) discusses the purpose of the Indigenous Knowledge

approach and the importance of its integration into science for the
sustainability of society. Similarly to Hewson & Ogunniyi (2011),
Agrawal (1995) also outlines the challenge of Indigenous Knowledge
being acceptable as a viable and relevant concept in modern society
as there is a perceived view that Indigenous Knowledge may be outdated and no longer hold any value for society.
Moving towards the relation of this issue in the classroom, Appana
(2011) identifies that the curriculum used currently emphasises on
the views, beliefs and values of Western society, and tends to
exclude Indigenous views, beliefs and values of society. This is
thought to be a dominant factor in high levels of early school
leaving and disengagement of Indigenous students.
Appana (2011) and Hewson & Ogunniyi (2011) both agree that the
recognition and inclusion of students indigenous knowledge
systems within the classroom is crucial for not only encouraging
Indigenous students to engage and participate, but also for
generating new knowledge for all students and exposing students to
a range of views and beliefs around a particular topic. For this
reason, Hewson & Ogunniyi suggest that an argumentation
approach is a suitable strategy for introducing Indigenous
Knowledge into the classroom as it provides a well-structured
opportunity for discussion about and development of personal
beliefs, views and morals.
Agrawal (1995), Appana (2011), Brayboy & Maughan (2009), and
Hewson & Ogunniyi (2011) all present views that unanimously
identify that language is the most crucial factor in the success, or
failure, of the inclusion of Indigenous Knowledge in the classroom.
Indeed Hewson & Ogunniyi (2011) contribute the idea that in order
for an Indigenous Knowledge approach to be successfully
implemented in the science classroom it is vital that mutual
language competencies exist in teacher-student relationships, as
well as student-student relationships.
Another important concept discussed by Agrawal (1995) is the
notion that different types of knowledge, such as Western or
Indigenous, need to be considered simultaneously as scientific

knowledge, rather than distinct and separate types of knowledge.

This is thought to be crucial for not only distinguishing the
differences that exist, but also for acknowledging, accepting and
celebrating the similarities that exist within scientific knowledge.
It is also important to note that Agrawal (1995), Appana (2011),
Brayboy & Maughan (2009), and Hewson & Ogunniyi (2011) all
identify that embracing and including Indigenous Knowledge as a
viable and accepted scientific knowledge presents a vast range of
learning opportunities to all students of the classroom, as well as
the need to design and implement a range of appropriate teaching
strategies to support this approach. Brayboy & Maughan (2009)
identify that the Indigenous Knowledge approach to teaching should
be incorporated with contemporary teaching strategies already
existing in the classroom to construct a new approach to learning
and teaching. In addition, Hewson & Ogunniyis (2011) research
suggests that an argumentation approach is a powerful way to
introduce Indigenous Knowledge into the classroom. Then in
contrast, Appanna (2011) suggests that the Indigenous Knowledge
is best integrated through the development of teacher-student and
teacher-community relationships, supportive classroom
environments, the recognition of Indigenous Knowledge Systems
and the construction of links with local Indigenous communities.
References
Agrawal, A. (1995). Dismantling the divide between indigenous and
scientific knowledge. Development and Change, 26(3), 413439. Retrieved from
https://dlc.dlib.indiana.edu/dlc/bitstream/handle/10535/4201/D
ismantling_the_Divide.pdf?sequence=1&isAllowed=y
Appana, S. (2011). Embedding indigenous perspectives in teaching
school science. The Australian Journal of Indigenous
Education, 40, 18-22. Retrieved from
http://journals.cambridge.org.ezproxy1.acu.edu.au/download.p
hp?file=
%2F2704_9C99CF52C0CC6B656BBCEA9881A96BE4_journals__
JIE_JIE40_S1326011100000053a.pdf&cover=Y&code=1fb9732
8d8c6e8901e3a1a9fe14560df
Brayboy, B. M. J., & Maughan, E. (2009). Indigenous knowledges and
the story of the bean. Harvard Educational Review, 79(1), 121. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/212
269542?accountid=8194
Hewson, M. G., & Ogunniyi, M. B. (2011). Argumentation-teaching as
a method to introduce indigenous knowledge into science
classrooms: Opportunities and challenges. Cultural Studies of

Science Education, 6(3), 679-692. Accessed from SpringerLink

Journals database.
http://download.springer.com/static/pdf/768/art
%253A10.1007%252Fs11422-010-9303-5.pdf?
auth66=1425508765_0bdc3ec7268fcd628ae444a00c0690f5&
ext=.pdf
(B)
Learning activities for teaching Scale and
Measurement using the Indigenous Knowledge
approach
1. Facilitate structured discussion using argumentation approach
to talk about the concept of time and how this changes
between cultures, e.g. Indigenous Australians The Dreaming
and the concept of circular time progression; Western society
the concept of linear time. Allow opportunity to express
personal opinion, giving reasons for and against and allow
students to build their own understanding and views.
2. Explore the units and materials used for measuring that are
familiar to students from home and own culture to make
observations of their world. Discuss how people may have
measured objects in their world before these measuring tools
existed, e.g. hand width, foot length. Encourage student input
of ideas they may be aware of from their own cultures.