Student science achievement and the integration of Indigenous knowledge on standardized tests
| Autor: | Eleanor Abrams, Juliann Dupuis |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Cultural Studies
business.industry 05 social sciences 050301 education Standardized test Science education Indigenous Test (assessment) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education 0501 psychology and cognitive sciences Traditional knowledge business Sociology of Education Psychology 0503 education Curriculum Student's t-test 050104 developmental & child psychology |
| Zdroj: | Cultural Studies of Science Education. 12:581-604 |
| ISSN: | 1871-1510 1871-1502 |
| DOI: | 10.1007/s11422-016-9728-6 |
| Popis: | In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, “Indian Education for All”, were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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