Key Findings:

1. PISA data shows that Indigenous students have an interest in science that is equal to that of their non-Indigenous peers. However, achievement disparities between Indigenous students and their non-Indigenous peers in education continue to be documented across the globe.

2. Despite there being a significant amount of writing on Indigenous methodologies and epistemologies in the context of teaching and learning, much of this work is contested or seen as inappropriate or irrelevant in STEM education.

3. As a result, Indigenous students do not perceive STEM subjects as being welcoming.

4. STEM educators need to take a broader perspective that encompasses the complex interaction of family, social, cultural, educational, economic and political contexts, and to take into account the nature of knowledge and the importance of cultural identity to Indigenous communities.

This presentation further explores the following questions:

Why have STEM educators and schools not been able to capitalise on this interest?

What makes for effective STEM teaching for Indigenous students?

What makes for quality STEM teaching for Indigenous students?

What makes for successful learning for Indigenous students in STEM subjects? 

Publication Details
Source title:
ACER Research Conference Proceedings (2016)
Publication Year: