Articles

The author takes two Year 9 science classes, composed entirely of Torres Strait Islander students, at a school in Far North Queensland. In 2007 and 2008 he introduced elements of Indigenous language and culture into the classes, and conducted a study measuring their impact on students' science learning. These resources include storytelling, ceremony, songs and ritual, as well as the diversity of their languages and dialects through which the students communicate and share knowledge. The article describes some ways in which these students' multiple strengths were brought to bear during four learning activities based around the concepts of energy and force.