GSA Annual Meeting in Phoenix, Arizona, USA - 2019

Paper No. 180-8
Presentation Time: 10:30 AM


ADAMSKY, Rachel, Geosciences Department, Skidmore College, 815 North Broadway, Mailbox #2781, Saratoga Springs, NY 12866-1632, SWANSON, Joan Ann, Education Studies, Skidmore College, 815 North Broadway, Saratoga Springs, NY 12866-1632, KENNEDY, Ben, Geological Sciences, University of Canterbury, Private Bag 4800, Christchurch, WA 8140, New Zealand, HAMPTON, Samuel J., Department of Geology, Colorado College, 14 E. Cache La Poudre, Colorado Springs, NY 80903 and HIKUROA, Daniel, Geosciences, Anthropology, Maori Studies, University of Auckland, 22 Princes street, Auckland, 1142, New Zealand

The intersection of indigenous knowledge and western science is a way to comprehensively and holistically understand a place. Both knowledge systems have their own way of explaining the world; however, with a closer look, it can be seen that the explanations given by one knowledge system closely align with the other. The primary focus of this mixed methods study was to investigate how the use of video and supplemental materials impact people’s perceptions of the ability to use indigenous knowledge to aid in understanding scientific concepts. For this study, researchers created a video to convey the intersection of scientific and New Zealand indigenous knowledge about White Island/Whakaari. The video linked the indigenous knowledge and western science explanations of the origin and formation of the volcano. In addition, supplemental activities were developed to aid in reinforcing information learned in the video.

Two different populations were surveyed using a Qualtrics online, self-report survey. The survey link included the embedded video, supplemental material, as well as pre/post activity questions pertaining to people’s perceptions and understanding of the video and supplemental material. Researchers analyzed the subjects’ understanding of the questions posed as well as their opinions about the different material in helping them to learn and understand the concepts presented. This study provides empirical evidence supporting the use of video and supplemental educational material as a means to impact people’s perceptions and their ability to understand and learn new scientific concepts through the use of two knowledge systems. The findings add to the literature about place-based education.