Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same year as Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III -- understood as alternative views to Western…

This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic…

Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and…

In this article we share how developing and following tikanga was integral to our enactment of mana orite in the local curriculum as we (tangata whenua and tangata Tiriti) collaborated on a Year 7 science unit: Plants, Place, and People. Our initial thinking as we approached this unit had been to look for connections between matauranga Maori, the…

Science education has an important role to play in supporting our young people to meet the complex challenges of the modern age. Students need a curriculum that can prepare them to work collaboratively, competently and confidently to address the wicked "glocal" problems of our time. Rangatahi themselves recognise this - those involved in…

To enhance Aboriginal students' educational opportunities in sciences, culturally relevant science curriculum has been examined and practiced in Western Canadian science classrooms. This article shares some examples of inclusion of indigenous knowledge in science curricula and discusses the improvement and challenges of culturally relevant science…

As institutions, science and science education alike have rarely included the perspectives and contributions of indigenous peoples pertaining to the natural world. Yet, people worldwide have benefited from the traditional ecological knowledge of indigenous communities. Western science and technology, though broadly worthwhile, have been a source…

A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate…

An innovative school science curriculum in South Africa requires the inclusion of African societal/cultural knowledge, such as indigenous knowledge (IK). The main project involves introducing argumentation to accomplish this requirement. We used a focus group plus critical incident technique to ascertain nine teachers' understandings of…

With deeply rooted assumptions established as authoritative in both negative and positive views of California's first nations, it is unsurprising that what students are taught about them today focuses on how the peoples of different regions made use of the naturally-occurring resources available to them. The "History-Social Science Content…

The perspectives of indigenous science learners in developed nations offer an important but frequently overlooked dimension to debates about the nature of science, the science curriculum, and calls from educators to make school science more culturally responsive or "relevant" to students from indigenous or minority groups. In this paper…

In their article Ogunniyi and Ogawa explore the prospects and challenges of training South African and Japanese educators to enact an indigenized science curriculum. They discuss the nature of science and the nature of indigenous knowledge (IK) and also that IK is acknowledged alongside Western science as a legitimate way of knowing in the new…

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial…

Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative…

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal…