2011;219-238.

The influence of experiential learning on indigenous New Zealanders' attitude towards science: Enculturation into science by means of legitimate peripheral participation.

Richard K Coll, Levinia Paku

UIID-AD: 1591

Abstract

Worldwide indigenous peoples are reported to be underrepresented in science and engineering higher education study and related careers. The literature suggests this is due in part at least to indigenous people feeling alienated from Western ideas of science, with entry into science viewed as a form of "border-crossing" into a new cultural community. Recent research in our group suggests indigenous New Zealanders who engage in experiential learning as part of a work-integrated learning program in science and engineering, like their non-indigenous counterparts, are rapidly enculturated into the community of practice that forms the scientific community. This, it appears, occurs by means of legitimate peripheral participation in the community as these "newcomers" work alongside practicing scientists in a form of cognitive apprenticeship. In doing so they gradually adopt features of the scientific attitude and enhance their attitude towards science, eventually seeing themselves as legitimate members of the scientific community and developing a sense of belonging that is not easily achieved in conventional programs of study in higher education. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (chapter)

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