Term
Summer 2020
Capstone
Capstone Project
Degree Name
MAED: NSEE
Facilitator(s)
Patty Born
Content Expert
Tess Drotts
Abstract
The research question addressed in this project was how can traditional ecological knowledge be implemented in environmental education? Research indicates that traditional ecological knowledge aids student understanding in environmental education, as it provides holistic viewpoints to problem solving. Available Indigenous teachings from cultures across North America explain the connectedness between all living and nonliving things, yet are very underused resources. This curriculum was created using the Understanding by Design framework consisting of four units including ecology, natural resources, climate change, and current environmental challenges. These lessons include a combination of a teacher centered and student centered classroom, along with provided resources to appropriately incorporate traditional ecological knowledge in a culturally sensitive manner. The overall goal of this project is to serve as a template for effectively using traditional knowledge in an environmental education unit. This curriculum is designed to be altered to fit any educational setting and be expanded on in the future.
Keywords
Curriculum, Environmental Studies, Science, Teachers/ Teaching
Recommended Citation
Koerbitz, Nicholas, "Incorporating Traditional Ecological Knowledge to Support Critical Thinking in Environmental Education" (2020). School of Education and Leadership Student Capstone Projects. 549.
https://digitalcommons.hamline.edu/hse_cp/549
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University