Native american related materials in elementary science instruction

Catherine E. Matthews, Walter S. Smith

Research output: Contribution to journalArticlepeer-review

32 Scopus citations


The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science.

Original languageEnglish
Pages (from-to)363-380
Number of pages18
JournalJournal of Research in Science Teaching
Issue number4
StatePublished - Apr 1994


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