TRADITIONAL NATIVE AMERICAN STORY TELLING ENHANCES GEOSCIENCE PEDAGOGY

Basic geoscience pedagogy is often filled with detailed descriptions and discussions about individual pieces of an overall process or system. Yet these day-to-day lessons frequently fail to connect disparate pieces of the geoscience puzzle to the bigger picture. Such extreme disconnection between the lesson and the student’s existing conceptual framework leads to frustration and lack of enthusiasm for the discipline. The purpose of this presentation is to demonstrate that intentional linkages between the bigger process picture and the individual parts leads to greater gains in learning. We propose utilizing traditional story telling techniques, like those used by Native American communities, in presentations to provide a stronger foundation for students to fit new knowledge into a broader context. This approach has the potential of inclusion for underrepresented students in science courses as well as broadening the positive experience of all students in general science courses.