Understanding cultural heterogeneity and the impacts on teaching and learning continues to be a critical endeavor for achieving forms of equity in science education and in expanding our fundamental knowledge of human learning. In this talk Prof. Bang explores the heterogeneity of human-nature relations and the related epistemic ecologies of Indigenous and non-Indigenous children and families in both experimental and everyday contexts. More specifically she focuses on the epistemic actions of perspective taking and navigation of spatial and temporal multiplicities in reasoning and activity and trace their impacts on sense-making about the natural world. Bang shares examples of how learning environments can more deliberately design from these epistemic ecologies and create science learning that both cultivate deeper science learning and also prepares Indigenous youth to engage in critical socio-ecological problems of the 21st century.
