Interweaving Iiyiyiu (Cree) Ways of Knowing and Land-Based Learning with Science Curriculum at Waapinichikush Elementary School, Chisasibi, Quebec
Notice bibliographique
Résumé
This study is the result of work done in close collaboration and partnership with local Cree (Iiyiyiu) teachers, Elders and community members at Waapinichikush Elementary School in Chisasibi, Quebec, to identify approaches to learning and teaching science that are culturally appropriate and to bring student learning outdoors and onto the land. A participatory action research approach incorporating Indigenous research methods was used. Teachers, Elders and other community members worked collaboratively in developing land-based science learning opportunities. Qualitative observations were then used to determine if students were more engaged in land-based learning, had a greater sense of cultural identity, and achieved greater academic success including an increased use of the of Cree language (Iiyiyiuyimuwin) with these methods of teaching. The aim of this research is to work towards a decolonized approach to teaching and learning by building bridges between Western and Iiyiyiu approaches to education and especially, to prioritize and emphasize Iiyiyiu ways of knowing in leading land-based initiatives at Waapinichikush Elementary School. This project also identified several practical ways for non-Indigenous teachers to respectfully adapt their lessons to seasonal themes based on Cree (Iiyiyiu) perspectives and land-based learning. By prioritizing Iiyiyiu ways of knowing and land-based approaches to learning, it is hoped that a more decolonized vision of education will emerge especially in the teaching of science. Students who participated in outdoor learning opportunities were observed to be highly engaged and enthusiastic and showed increased knowledge of Cree vocabulary. Students were also more focussed on academic tasks when we returned to the classroom after participating in land-based activities. Community and parental involvement gradually increased as this study progressed, and positive involvement and interest emerged. Finding a balance between teaching the Western standards of education, especially in the teaching of classroom science and the cultural knowledge and teachings from the land remains an ongoing challenge. However, this study demonstrated the interest, capacity and expertise that exists in the community and shows great promise for the development of future initiatives at the school which could build upon the resources and expertise identified.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,009 | 0,003 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».