[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597412-105":59,"doc-detail-597412-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","combining-the-views-of-both-worlds-science-education-in-nunavut","COMBINING THE VIEWS OF “BOTH WORLDS” - SCIENCE EDUCATION IN NUNAVUT","","Paper reports multiple phases of a five-year science education development pilot program in Nunavut, Canada, examining how three Inuit school communities identify goals and pursue locally grounded aspirations for science learning. Emphasis is placed on creating an educational experience that integrates western science with Inuit Qaujimajatuqangit and uses both traditional and contemporary methods for implementation and evaluation. Recommendations focus on policy and leadership conditions at school-community, divisional, and territorial levels that enable culture-based education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/combining-the-views-of-both-worlds-science-education-in-nunavut/597412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/combining-the-views-of-both-worlds-science-education-in-nunavut/597412.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the five-year science education development project in Nunavut?","Question",{"text":112,"@type":113},"It examines how Inuit school communities identify and work toward local aspirations for science education through a multi-phase, pilot program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper describe the desired science education experience?",{"text":117,"@type":113},"It emphasizes combining western science with Inuit Qaujimajatuqangit and using both traditional and contemporary methods to implement and evaluate success.",{"name":119,"@type":110,"acceptedAnswer":120},"What conditions does the paper highlight as critical for culture-based education efforts?",{"text":121,"@type":113},"Policy and leadership conditions at the school-community, divisional, and territorial levels are described as essential for fostering culture-based education programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597412,1792172090,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","COMBINING THE VIEWS OF “BOTH WORLDS”:  \nSCIENCE EDUCATION IN NUNAVUT  \nPIQUSIIT TAMAINIKKATISUGIT 1, 2  \nBrian Lewthwaite, Barbara McMillan, Robert Renaud, University of Manitoba, Rebecca Hainnu, Quluaq School, Clyde River, and Carolyn MacDonald, Atuguttaaluk Elementary School, Igloolik  \nThis paper reports on several phases ofa five-year science education development project in Nunavut, Canada. The project, in its entirety, was established as a Pilot Program for Nunavut schools in effort to understand school community aspirations for science education and potential contributors and impediments to fostering the realization of identified goals. This paper focuses on the cases of three Inuit school communities in identifying and achieving their aspirations for science education. This paper describes the goals collaboratively identified and the processes utilized to work towards the realizations of such goals. Of importance is the identification by the school communities to offer an educational experience that combines the knowledge, processes and values of ―both worlds‖(western science and Inuit Qaujimajatuqangit) and to employ both traditional and contemporary methods for implementing and evaluating the success of the project. Finally, based upon the outcomes ofthis project, suggestions are provided for supporting developments in other jurisdictions aspiring to see the realization of local and Indigenous aspirations for science education. Of critical importance to seeing such efforts realized are the policy and leadership conditions manifest atthe school-community, divisional and territorial level for fostering culture-based education programs.  \n1 This study has been primarily supported financially by the Natural Sciences and Engineering Research Council (NSERC) who have funded the CRYSTAL projects not only at the University of Manitoba but also at four other Centres for Research Youth, Science Teaching and Learning across Canada. The quantitative instrument (SDEINS) described in this study was developed through the support of a Social Sciences and Humanities Research Council (SHHRC) grant. Finally, the development and translation of resources in Inuktitut used in the teaching of two-way science experiences was financed by a Canadian Council for Learning research grant. The authors also acknowledge the contributions made by the school communities and community elders as well as Tuqqassie Killiktee and Brian Yamamura for their contributions to the conceptualization of this project.  \n2 Editor’s Note: Most of the articles that CJEAP publishes are in the range of 20-25 pages in length, similar to most print journals in education. However, our electronic format does allow us greater flexibility with regard to length and, on occasion, where the content warrants, we may publish longer manuscripts. Issue 98 is one such article.  \nIntroduction  \nThe establishment of the territory of Nunavut in 1999 emanated from a deep-rooted and overwhelming call through years of lobbying by the Inuit of northern Canada to move toward self-governance in all aspects of Inuit society. In no context was there greater resonance of voice for self-determination than in the domain of education. Through the establishment of Nunavut, Inuit in policy gained self-rule and control over their own institutions including schools. Since 1999, Nunavut has moved towards the establishment of an Education Act (Government of Nunavut, 2008) that sets the course for future developments in education across Nunavut. As the past-Minister of Education, Ed Picco, purported in legitimizing the length of time it has taken to come to a collectively accepted document,―Nunavummiut want a made-in-Nunavut Education Act that reflects Inuit values and culture. We want to ensure [it provides the foundation for] the best quality of education for our children‖(Picco, 2006) .  \nWith the establishment of Nunavut and, ultimately, the Education Act, the territory faces the challenge of reversi","cbCaibwBPBBkXe66","https://ap.wps.com/l/cbCaibwBPBBkXe66","pdf",517314,71,"English","# Introduction\n## Nunavut education policy and identity\n## Assimilation challenges and culture-based education\n# Project goals and community processes","[{\"question\":\"What is the main focus of the five-year science education development project in Nunavut?\",\"answer\":\"It examines how Inuit school communities identify and work toward local aspirations for science education through a multi-phase, pilot program.\"},{\"question\":\"How does the paper describe the desired science education experience?\",\"answer\":\"It emphasizes combining western science with Inuit Qaujimajatuqangit and using both traditional and contemporary methods to implement and evaluate success.\"},{\"question\":\"What conditions does the paper highlight as critical for culture-based education efforts?\",\"answer\":\"Policy and leadership conditions at the school-community, divisional, and territorial levels are described as essential for fostering culture-based education programs.\"}]","COMBINING THE VIEWS OF “BOTH WORLDS” - SCIENCE EDUCATION IN NUNAVUT | PDF",1792084963,179]