Studying the Integration Level of Traditional Ecological Knowledge in Science Education: A Case Study In British Columbia, Canada in Grade 7 and 8 Official Curriculum Documents

Abstract

The purpose of this research is to study how Traditional Ecological Knowledge (TEK) is represented in Grade 7 and 8 Official Science Curriculum in British Columbia, Canada. To illustrate prevalence and representation of TEK in the documents, a mixed methods framework of content analyses, Hermeneutic Content Analysis (HCA) wasl conducted. Furthermore, the advantages of integrating TEK in science curriculum will be discussed in this article.