College of Education

Research Area(s)

  • Culture-based science and mathematics education with a focus on Indigenous students. Science and mathematics curriculum and instruction (policy, curriculum development, assessment of students, instructional strategies, R&D into science and mathematics classroom materials). International science education.

Areas of Research

Culture-based science and mathematics education with a focus on Indigenous students. Science and mathematics curriculum and instruction (policy, curriculum development, assessment of students, instructional strategies, R&D into science and mathematics classroom materials). International science education.

Research Instrument

Views on Science-Technology-Society

An inventory of student viewpoints about science and how science is related to technology and society.


  • Elementary Science Methods
  • Secondary Chemistry Methods 
  • Advanced Methods for Experienced Teachers
  • Epistemology, History & Sociology of Science
  • General Methods of Instruction
  • Issues in Science Education (graduate level)
  • Introduction to Research (graduate level)
  • Issues in Curriculum Development (graduate level)


  • Reference Committee for the project SaskMATH. Provincial Education Sector (a consortium among the Ministry of Education and 28 Boards of Education. Website development of SaskMATH: A Provincial Resource for Teachers and Leaders of Mathematics in Saskatchewan. (2019-2020).
  • Conference Board of Canada; Research Advisory Board; Cross-cultural curricula and supports for Indigenous learners in science, technology, engineering, and mathematics. Ottawa. (2019-present).
  • Ehime University, Matsuyama, Ehime, Japan. Book publishing project. (2019-2020).
  • Norwegian University of Science and Technology, Finnmark University College, Arctic University of Norway, & University of Oslo. Collaborative R&D project, LOCUMS – Local Culture for Understanding Mathematics and Science. Advisory Board (2015-2019).
  • Laboratory School, Dr. Eric Jackman Institute of Child Study, OISE/University of Toronto. Writing a 2nd edition of Natural Curiosity by incorporating an Indigenous lens into this teacher resource book for teaching environmental inquiry, grades K-8 (2015-2017).
  • Native Universe: Indigenous Voice in Science Centers. A USA National Science Foundation funded project co-sponsored by the Association of Science-Technology Centers. Member of an 11-person Advisory Board, and the only non-American (2015-2018).
  • Tokyo University of Science, Graduate School of Science and Mathematics Education. Preparing future teacher leaders for multicultural classrooms (October 12-25, 2014).
  • Four Corners School of Outdoor Education: Teacher professional development for teachers in the Colorado Plateau region (Utah, Colorado, New Mexico, Arizona): Enhancing school science with Indigenous knowledge, and implementing culturally responsive science teaching (Utah State University Eastern Blanding Campus, February 27 – March 2, 2014).
  • University of British Columbia Press. Book manuscript reviewer (January 2014).
  • Council of Canadian Academies, Ottawa, Canada. Reviewer for a draft of a major research project report on the state of Canada’s science culture (November 2013).
  • Pearson Education Canada (publisher), Don Mills, Ontario: Writing and editing Indigenous content for Manitoba’s Grade 7 Science Teacher Resource (June-July, 2013).
  • Regional Centre of Expertise on Education for Sustainable Development for Saskatchewan. Project “Education for Sustainability in Rural and Remote Regions” (May 8-9, 2013).
  • Australian Council of Scholarly Academics, Melbourne University, Australia, concerning STEM Education and Related Employment for Indigenous Students and Indigenous Citizens of Saskatchewan (Sept – Dec 2012)
    Saskatoon Public Schools, consultant in producing a professional development program Enhancing School Science with Indigenous Knowledge (May 2011 – June 2012).
  • Federation of Saskatchewan Indian Nations, Saskatoon: Developing a provincial Indigenous science fair that reflects Indigenous values and an Indigenous collective worldview (2008-present).
  • Alberta Regional Professional Development Consortia, Blackfoot Crossing Historical Park, Cluny, Alberta. Professional development on producing teaching materials that include Indigenous knowledge in school science (Grades 7-9), for Siksika, Tsuu T’ina, and Nakoda Nations, along with the Calgary Catholic School Division (February 22, 2012).
  • Pearson Education Canada (publisher), Don Mills, Ontario: Developing science textbooks (Grades 3-9) that combine Indigenous and scientific ways of knowing nature (2008-2013).
  • National Science Teachers Association, San Francisco, CA, teacher professional development on building cultural bridges between scientific and Indigenous ways of knowing nature (March 10, 2011).
  • Norwegian University of Science and Technology, Sámi University College, and Finnmark University College; Alta, Norway: How does teaching in science relate to Indigenous peoples’ cultural identities? (2010)
    Providence University, Taichung, Taiwan: Designing research and development projects with Taiwanese Aboriginal Tribes (2009).
  • Aarhus University, Denmark: Policy development for cross-cultural science education for European students (2008).
  • University of the West Indies, Trinidad & Tobago: Assessing content in science education graduate studies (2008).
  • American Indian Center of Chicago, USA: Future directions for science, technology, engineering, and mathematics education (2008).
  • Asian Science Education Association, Kaohshiung, Taiwan: Modifying Western science education curricula to meet Asian students’ identities and life goals (2007).
    Thompson Rivers University, Kanloops, BC, Canada: Developing classroom resources in school science for First Nations students (2007).
  • Uppsala University, Uppsala, Sweden: Combining Indigenous knowledge into scientific literacy policies (2007).
  • National Research Council, and National Science Teachers Association, Washington DC: Developing a research agenda in science education (2006).
  • Zürich University, Switzerland: Developing cross-cultural science education for European students (2005).
    Nelson Canada (publisher): Reviewing Aboriginal content in Grades 11 & 12 chemistry textbooks (2005).
    Northern Lights School Division, La Ronge, SK, Canada: Developing community-based science education programs for Indigenous students’ resiliency (2005).
  • Kristianstad University, Kristianstad, Sweden: School science program development for science-based occupations and the attentive public (2004).
  • Göteborg University, Göteborg, Sweden: Developing a research program framed by a humanistic science education (2004).
  • Illinois Institute of Technology, Chicago, USA: Developing cross-cultural science education for inner city schools (2004).
  • University of Kobe, Kobe, Japan: The inception of an international research network “Culture Studies in Science Education” (2004).
  • Northwest Indian College, Bellingham, Washington, USA: Integrating Western science with Native American science (2003).
  • University of Kobe, Kobe, Japan; University of Hawai’i at Māona, Hawai’i, USA; Waikato University, Hamilton, Aotearoa New Zealand; Curtin University of Technology, Perth, Australia: Research into culture, language, and gender sensitive science teacher education programs (2002).
  • Hiroshima University, Hiroshima, Japan: Planning an international workshop on research in culture studies in science education (2001).
  • WestEd (research company) and Stanford University, Palo Alto, California: Analyzing the cultural validity in science and mathematics assessments of students (2000).
  • Northern Lights School Division, La Ronge, SK, Canada: Developing community-based school science that combines Indigenous and scientific knowledge systems (1998-2000).
  • Ibaraki University, Mito, Japan: Policy development for non-Western countries’ science curriculum (1996).
    Tsukuba University, Tsukuba, Japan: Policy development for non-Western countries’ science curriculum (1996).
  • Department of Teacher Education, Oslo University, Norway: Teacher education for cross-cultural science education for European students (1996).
  • UNESCO, Paris: Developing a scientific and technological literacy project (1996).
  • Seoul National University, Korea: Curriculum and assessment in non-Western school science (1996).
    Ministry of Education and the University of the West Indies, St. Augustine, Trinidad & Tobago: Research and curriculum development for Indigenous knowledge in the science curriculum (1995).
  • Council of Ministers of Education of Canada, Ottawa, Ontario: Developing the SAIP science assessment project (1994).
  • UNESCO, Paris: Policy development for student assessment in science education (1993).
    Durham Board of Education, Whitby, Ontario: Developing Science in Society OAC (1992).
  • Faculty of Education, University of British Columbia. New Insights into Course Evaluation in Science. An invited seminar for the, Vancouver, B.C. (January, 1975).


  • School Mathematics for Reconciliation: From a 19th to a 21st Century Curriculum
  • Enhancing School Science with Indigenous Knowledge: What We Know from Teachers and Research
    • Developed by the Saskatoon Public School Division (Saskatoon, Saskatchewan, Canada) during a 1-year collaborative professional development project. Glen Aikenhead is lead author among 15 co-authors comprised of: an Elder, a Knowledge Holder, 2 Indigenous Education Unit administrators, 2 consultants, and 8 science teachers. Published in 2014 with
    • A description of the book and how to order it
  • "Rekindling Traditions: Cross-Cultural Science & Technology Units"
    • The result of a 2-year (1999-2000) research and development project in Northern Saskatchewan hosted by the Northern Lights School Division and funded by many Saskatchewan institutions.  Community-based collaboration with Elders and with 6 teacher unit developers.
    • Cross-Cultural Science & Technology Unit
      (This will link you to the project's website)
  • Logical Reasoning in Science & Technology
    • Published in 1991 by John Wiley & Sons, Canada Gr. 10 science textbook in Saskatchewan & Nova Scotia. A recommended resource in Newfoundland (Gr. 10) and Ontario (Gr. 13)
    • To order the book on-line

Book Chapters

  • Chapter in W-M. Roth & J. Désautels (Eds.) Science Education as/for Sociopolitical Action (2002). Peter Lang. pp. 151-166 
    • Whose Scientific Knowledge? The Colonizer and the Colonized
  • In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The Professional Knowledge Base of Science Teaching. (2011). Springer, pp. 107-127.
    • Towards a Cultural View on Quality Science Teaching
  • In T.D. Sadler et al. (Eds.), Socio-Scientific Issues in Science Classroom: Teaching, Learning and Research. (2011). Springer, pp. vii-xi.


  • Japanese and Canadian Science Teachers' Views on Science and Culture. Journal of Science Teacher Education, 2000

Research Reports

  • Concepts of Evidence Used in Science-Based Occupations: Acute-Care Nursing (49 pp.) (2003)