Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program

Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualita...

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Autor principal:	Nanette Schonleber
Formato:	article
Lenguaje:	EN
Publicado:	University of Kansas 2021
Materias:	Montessori Cosmic Curriculum Hawaiian Language Immersion Indigenous epistemology culture-based science curricula Anschauung educators Education L Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/ca2e7f466341422aa869d03eea0dfddb
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spelling	oai:doaj.org-article:ca2e7f466341422aa869d03eea0dfddb2021-11-16T06:00:05ZUsing the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program2378-3923https://doaj.org/article/ca2e7f466341422aa869d03eea0dfddb2021-11-01T00:00:00Zhttps://journals.ku.edu/jmr/article/view/15763https://doaj.org/toc/2378-3923 Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice. Nanette SchonleberUniversity of KansasarticleMontessoriCosmic CurriculumHawaiian Language ImmersionIndigenous epistemologyculture-based science curriculaAnschauung educatorsEducationLTheory and practice of educationLB5-3640ENJournal of Montessori Research, Vol 7, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Montessori Cosmic Curriculum Hawaiian Language Immersion Indigenous epistemology culture-based science curricula Anschauung educators Education L Theory and practice of education LB5-3640
spellingShingle	Montessori Cosmic Curriculum Hawaiian Language Immersion Indigenous epistemology culture-based science curricula Anschauung educators Education L Theory and practice of education LB5-3640 Nanette Schonleber Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
description	Indigenous educators desire to use culturally restorative and decolonized pedagogies reflective of their own cultural values and beliefs in their science programs but have lacked models for how to start. They also often lack confidence in their ability to teach the sciences. This three-year qualitative case study used grounded theory methodology to discover (a) how Hawaiian language immersion (HLC) K–6 educators used Maria Montessori’s Cosmic Curriculum for the creation of a science program based on Hawaiian epistemology and cultural values and (b) why the Cosmic Curriculum appealed to the HLC educators. Five key themes emerged: (a) the notion of creation as interconnected and relational, (b) an epistemological similarity regarding how people learn, (c) using timelines as organizing cognitive structures, (d) a focus on the natural sciences, and (e) the use of storytelling and key lessons to engage students. Participants stated that they felt successful in creating science curriculum and teaching the sciences as they adapted the above aspects of Dr. Montessori’s Cosmic Curriculum. Future research should be conducted to discover if her Cosmic Curriculum can be adapted for use in other types of non-Montessori program and whether this kind of science program could encourage students to choose the sciences as a career choice.
format	article
author	Nanette Schonleber
author_facet	Nanette Schonleber
author_sort	Nanette Schonleber
title	Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
title_short	Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
title_full	Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
title_fullStr	Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
title_full_unstemmed	Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program
title_sort	using the cosmic curriculum of dr. montessori toward the development of a place-based indigenous science program
publisher	University of Kansas
publishDate	2021
url	https://doaj.org/article/ca2e7f466341422aa869d03eea0dfddb
work_keys_str_mv	AT nanetteschonleber usingthecosmiccurriculumofdrmontessoritowardthedevelopmentofaplacebasedindigenousscienceprogram
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Using the Cosmic Curriculum of Dr. Montessori Toward the Development of a Place-Based Indigenous Science Program

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