David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (10):1175-1182 (2011)
This paper comments on the process of re-development of the Maori-medium Science (Pūtaiao) curriculum, as part of overall curriculum development in Aotearoa New Zealand. A significant difference from the English Science curriculum was the addition of an ‘extra strand’ covering the history and philosophy of science. It is recommended that this strand be taught by means of narratives (i.e. using ‘narrative pedagogy’) in order to avoid a superficial didacticism that succumbs to the traditional notion of science curriculum content as ‘merely factual’ in nature. An argument is presented for the ethical necessity of including this extra material in Māori science education
|Keywords||indigenous science education indigenous curriculum philosophy of science education critical multicultural science education|
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References found in this work BETA
Matthew H. Slater (2008). How to Justify Teaching False Science. Science Education 92 (3):526-542.
Peter Davson-Galle (2008). Why Compulsory Science Education Should Not Include Philosophy of Science. Science and Education 17 (7):677-716.
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