Examining the Effectiveness of Including Aboriginal Perspectives to Engage Aboriginal Students in High School Science

Abstract

Science disengagement is widespread in Australia, particularly amongst Aboriginal students. This study investigated whether embedding Aboriginal perspectives into the science curriculum would improve the engagement of Aboriginal high school students. The findings suggest that embedding Aboriginal perspectives into science lessons improved both their emotional and behavioural engagement. Further, the study found a range of reasons for this improvement. The study is significant as it provides an understanding of how valuing Aboriginal culture can effect students.