Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.718815
Title: Blue crab does run full moon : using indigenous (Aboriginal/native) ways of being, knowing, and doing science to enrich school science curricula
Author: Boisselle, Laila N.
ISNI:       0000 0004 6349 0502
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2016
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Abstract:
The study investigates the nature of the science of the First Nations people of Trinidad, and then integrates it with western science into a mini-curriculum. This ethnographic, exploratory case study utilised a variety of data collection strategies. Semi-structured interview of their Elders provided the primary data for analysis. Small amounts of participant observation and document analysis were used to gain entry to the research site, and to better understand the context of the study. Email interviews of expert science educators informed the introductory chapter. A reflexive researcher's diary also contributed at various stages of the study. A complex adaptive theoretical system (as opposed to mixed methods) was able to accommodate the contradictory, yet interacting, theoretical positions of western and indigenous science. Mixed methods would account for the contradiction between theories but not for their interaction. The First Nations science of Trinidad was found complex adaptive; empiricist/positivist; hypodeductive; relational; holistic; to view self-actualisation as the primary aim of scientific knowing; and was focused more on the intervention methods of science, as opposed to depicting those methods as theories or other representations. The evolution of scientific knowledge via paradigmatic shifting was not seen in the nature of the science of the participants. The findings were then used to inductively derive the curriculum using a connected model of integration. Continued investigation is suggested into: the nature of indigenous science, its relationship with western science, and the use of complex adaptive systems as a theoretical framework to do so; ethical research procedures for Indigenous (Aboriginal/Native) Caribbean peoples; the development of accepted oral research reporting formats; refinement of the interview protocol; and pilottesting and expansion of the mini-curriculum via a complex adaptive method of integration (e.g. a networked or immersed model). The nature of Trinidadian science may also be a worthwhile continuation of this study.
Supervisor: McLean, Andrew ; Wellington, Jeremy Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.718815  DOI: Not available
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