IISS1003: Integrating Indegenous Science and Steam - Engineering Assignment Help

Assignment Task:

Task:

Acknowledgement

Here at Curtin, we are learning on Whadjuk Noongar boodja. I would like to acknowledge the Whadjuk Noongar people, and their culture and connection to country.

I offer the class’s respects to the Whadjuk Noongar Elders, past present and emerging.

! Aboriginal and Torres Strait Islander users of this material are advised there may be images, viewings, stories, photos and written materials of people which could be disturbing and/or of persons who are deceased.

 

The story to date

Centre for Aboriginal Studies & Faculty of Science and Engineering|NPSC1003

The Emu in the Sky Photo by Barnaby Norris. Australian Aboriginal Astronomy in the International Year of Astronomy 2009

Kakadu or Billy goat plum has 5 times more vitamin C than the potent blueberry. (Universal Images Group Editorial)

 

The story to date

Centre for Aboriginal Studies & Faculty of Science and Engineering|NPSC1003

Lithograph of Bungaree by Augustus Earle

 

Centre for Aboriginal Studies & Faculty of Science and Engineering|NPSC1003

We stand at a place in history where we can move forward constructively and together.

That means listening and talking.

Respecting other perspectives and challenging our own.

You now understand the major strengths of both Aboriginal and western science in Australia.

And some of the history that gives context to the present day.

What will you do now?

Activity

On google slides, each group has been allocated a UN sustainable development goal, and two research papers to read (focus on abstract, discussion and conclusion). On the slides report back on:

What the main global challenge is in this area

A brief summary of what the paper is about (research question or thesis statement, geographic area etc)

What are the main findings, especially with respect to integrating Indigenous knowledge with STEM?

Give your own ideas on how the area should move forward.

 

Time to Reflect

We all learn through reflection.

Your last portfolio assessment will be a final reflection about what you have learned in this unit, and how you intend to take your learning forward

In Workshop 1, you were introduced to personal academic reflections where you did not cite any literature.

In this workshop, we are moving to the next step on writing critical personal reflections which will include your responses to the content that you were taught with information cited from the literature with respect to complex issues that you may not have experienced yourself.

This exercise is in preparation for reflection activities in future situations – for example professional critical reflections during internships or fieldwork placements.

What is reflective writing?

 

What to write about…

Your perceptions of issues presented in the unit (e.g. lectures, workshops and all pre-workshop readings):

How your experiences, ideas & observations relate to the issues

What you found confusing/challenging/inspiring/difficult/interesting & why

Personal reactions to an idea, opinion or observation

Questions you have & any possible hypotheses or solutions

How you solved a problem, reached a conclusion, found an answer or reached a point of understanding. Alternative interpretations or different perspectives Comparisons & connections between unit content & your prior knowledge, experience, assumptions & preconceptions

What you need to explore next

 

Points to remember

It is subjective - revealing & reviewing your personal bias & feelings

Write in first person (i.e. “I”, “my” & “me”)

Draw in your own experiences, perceptions, values, beliefs & assumptions to explore a particular issue

Weave back & forth between this personal insight & citing scholarly texts (e.g. journal articles reports or books)

Use carefully chosen cited quotes or information to illustrate your points & to deepen/consolidate your argument

Don’t “pad” your reflection but aim to deliver a well-thought out response

 

4Rs : Reflecting on thinking & learning

This broad model may be a more useful way of planning the content of your reflections if you are not reflecting on personal experiences:

1. Report: Describe, report or retell the key elements of what you have learned, seen or experienced.

2. Relate: Draw a relationship between current personal assumptions or theoretical understandings and identify aspects that have personal meaning or connect with your experience.

3. Reason: Explore the relationship between theory & practice &/or seek a deeper understanding as to why something has happened. Explore or analyse a concept, event or experience by asking questions & looking for answers, reviewing the literature, considering alternatives & different people’s perspectives.

4. Reconstruct: Discuss improvements that could be made or identify something you need to plan to do or change in future – in your capacity as a STEM professional. How would you incorporate learnings from this unit in your studies going forward or in your employment?

 

 

How to write…

As you write your critical reflections, you can structure it around the four stages of the 4R model

Perhaps allow one paragraph for each stage

Cite supporting literature in most or all paragraphs

The materials provided in the unit is a great place to start – but you will need to find more sources

See the Assessment requirements in:

Moodle/ Assessment Guide/ Assessment 1: Portfolio/ Final Reflection

 

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