The Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content Analysis of Grades 7 and 8 Official Curriculum Documents

FieldValue
dc.contributor.authorKim, Eun-Ji Amy
dc.date.accessioned2012-06-20T07:59:02Z
dc.date.available2012-06-20T07:59:02Z
dc.date.created2012
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10393/22912
dc.identifier.urihttp://dx.doi.org/10.20381/ruor-5844
dc.description.abstractWhile Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.
dc.language.isoen
dc.publisherUniversité d'Ottawa / University of Ottawa
dc.subjectTraditional Ecological Knowledge
dc.subjectScience Education in Canada
dc.subjectIntermediate Official Curriculum Documents
dc.titleThe Integration of Traditional Ecological Knowledge in Science Curriculum in Canada: Content Analysis of Grades 7 and 8 Official Curriculum Documents
dc.typeThesis
dc.contributor.supervisorDionne, Liliane
dc.embargo.termsimmediate
dc.degree.nameMA[Ed]
dc.degree.levelmasters
dc.degree.disciplineÉducation / Education
thesis.degree.nameMA[Ed]
thesis.degree.levelMasters
thesis.degree.disciplineÉducation / Education
CollectionThèses, 2011 - // Theses, 2011 -

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