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The Montessori method, Aboriginal students and Linnaean zoology taxonomy teaching: three-staged lesson

Published online by Cambridge University Press:  28 June 2019

Joël Rioux Open the ORCID record for Joël Rioux [Opens in a new window] ,
Bronwyn Ewing  and
Tom J. Cooper
Joël Rioux*
Affiliation:
Batchelor Institute of Indigenous Tertiary Education, Casuarina Campus, Batchelor, Darwin, Northern Territory 0845, Australia
Bronwyn Ewing
Affiliation:
School of Teacher Education and Leadership, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland4059, Australia
Tom J. Cooper
Affiliation:
School of Teacher Education and Leadership, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, Queensland4059, Australia
*
Author for correspondence: Joël Rioux, E-mail: joel.rioux@batchelor.edu.au
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Abstract

This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.

Keywords

Adolescent Aboriginal learnersLinnaean classificatory systemMontessori methodScience teaching and learningTaxonomy
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 50 , Issue 1 , August 2021 , pp. 116 - 126
Copyright
Copyright © The Author(s) 2019

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