東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Culture camp: Examining teaching and...

Murphy, Bree Camus.

Linked to FindBook

Google Book

Amazon

博客來

Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science./
Author:	Murphy, Bree Camus.
Description:	113 p.
Notes:	Source: Masters Abstracts International, Volume: 49-02, page: .
Contained By:	Masters Abstracts International49-02.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1481112
ISBN:	9781124219950

Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science.
Murphy, Bree Camus.

Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science. - 113 p.

Source: Masters Abstracts International, Volume: 49-02, page: .

Thesis (M.A.)--University of California, Davis, 2010.

With mounting environmental problems facing our society, there is an increasing need for an environmentally and scientifically literate citizenry with knowledge, skills, values and confidence to make informed environmental decisions. Currently, many education programs fail to build an understanding of the interconnected nature of culture, science and the environment. One approach to address the educational needs of our multicultural society, and better link culture and the environment, is the weaving of Indigenous Knowledge, also known as Traditional Knowledge, into environmental and science curriculum. This thesis explores the learning and teaching that occur during the convergence of Traditional Knowledge and Western Science during two summer camps in Seldovia, Alaska. This descriptive study is informed by the field of multicultural science education and, in particular, the dialogue around the role of Traditional Knowledge in science and environmental education. A participatory action research approach was used to conduct semi-structured interviews, focus groups, document review and participant observations. The findings revealed various teaching methods that instructors used in this learning environment. The evidence from this study points to participants learning largely about values, plants, animal behavior, habitats, and subsistence practices. The findings also present a dynamic array of social, cultural, and historical factors shaping the learning environment and are related to the way participants are navigating the integration, overlap, and convergence of Western Science and Traditional Knowledge.

ISBN: 9781124219950Subjects--Topical Terms:

1017897
Education, Sciences.

Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science.
LDR:02660nam 2200313 4500 001 1394845
005 20110429093325.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124219950
035 $a (UMI)AAI1481112
035 $a AAI1481112
040 $a UMI $c UMI
100 1 $a Murphy, Bree Camus. $3 1673497
245 1 0 $a Culture camp: Examining teaching and learning at the convergence of Traditional Knowledge and Western Science.
300 $a 113 p.
500 $a Source: Masters Abstracts International, Volume: 49-02, page: .
500 $a Adviser: Heidi Ballard.
502 $a Thesis (M.A.)--University of California, Davis, 2010.
520 $a With mounting environmental problems facing our society, there is an increasing need for an environmentally and scientifically literate citizenry with knowledge, skills, values and confidence to make informed environmental decisions. Currently, many education programs fail to build an understanding of the interconnected nature of culture, science and the environment. One approach to address the educational needs of our multicultural society, and better link culture and the environment, is the weaving of Indigenous Knowledge, also known as Traditional Knowledge, into environmental and science curriculum. This thesis explores the learning and teaching that occur during the convergence of Traditional Knowledge and Western Science during two summer camps in Seldovia, Alaska. This descriptive study is informed by the field of multicultural science education and, in particular, the dialogue around the role of Traditional Knowledge in science and environmental education. A participatory action research approach was used to conduct semi-structured interviews, focus groups, document review and participant observations. The findings revealed various teaching methods that instructors used in this learning environment. The evidence from this study points to participants learning largely about values, plants, animal behavior, habitats, and subsistence practices. The findings also present a dynamic array of social, cultural, and historical factors shaping the learning environment and are related to the way participants are navigating the integration, overlap, and convergence of Western Science and Traditional Knowledge.
590 $a School code: 0029.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Native American Studies. $3 626633
690 $a 0714
690 $a 0727
690 $a 0740
710 2 $a University of California, Davis. $b Education. $3 1037322
773 0 $t Masters Abstracts International $g 49-02.
790 1 0 $a Ballard, Heidi, $e advisor
790 1 0 $a Carter Ching, Cynthia $e committee member
790 1 0 $a Passmore, Cynthia $e committee member
790 $a 0029
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1481112