Curriculum Vitae
GLEN S. AIKENHEAD
(abridged version, February 2016)
538 Blackburn Cr., Saskatoon, SK, S7V 1E8, Canada
Voice: 1-306-373-4944; e-mail: glen.aikenhead@usask.ca
Home page: http://www.usask.ca/education/profiles/aikenhead/webpage/index.htm
PERSONAL
Canadian citizen. Born in Claresholm, Alberta, Canada 1942. Married. Four children. Four grandchildren.
ACADEMIC & PROFESSIONAL EXPERIENCE
Professor Emeritus:
University of Saskatchewan, 2006 to present (early retirement)
Professor of Curriculum Studies: University of Saskatchewan, 1971 to 2006.
Instructor:
Harvard-Newton Summer School, Harvard, Mass., 1970
Visiting Professor:
Tokyo University of Science, Tokyo, Japan, 2013
Providence University, Taichung, Taiwan, 2009
Aarhus University, Aarhus, Denmark, 2008
Monash University, Melbourne, Australia, 2008
Kristianstad University, Kristianstad, Sweden, 2004
University of Waikato, Hamilton, Aotearoa New Zealand, February, 2002
University of the West Indies, January - March, 1995
University of British Columbia, July - August, 1985
Science Teacher:
Leysin American School, Switzerland, 1975-1977
Frankfurt International School, Germany, 1967-1969
Calgary Public School Board, Canada, 1966-1967
DEGREES
Doctorate of Science Education
Master of Arts in Teaching
B.Sc. (Honours)
Harvard University.
1972
Harvard University.
1966
University of Calgary. 1965
LANGUAGES
English, French (somewhat)
HONOURS
Canadian Education Association Whitworth Award: Canadian Educational Researcher of the Year, 1990.
Canada 125 Commemorative Medal, for service in advancing science education through a commitment to
research and development: Government of Canada, 1992.
Distinguished Contributions to Science Education through Research Award, for continuing contributions
to, providing notable leadership in, and having had substantial impact on, science education through
research: National Association for Research in Science Teaching, 2014.
TEACHING
Introduction to Research (graduate level)
Issues in Science Education (graduate level)
Issues in Curriculum Development (graduate level)
Epistemology, History & Sociology of Science
Elementary Science Methods
Secondary Physical Science Methods
Advanced Methods for Experienced Teachers
General Methods of Instruction
Page 2
AREAS OF RESEARCH
Cross-cultural science education with a focus on Indigenous students. Science curriculum and instruction
(policy, curriculum development, assessment of students, instructional strategies, R&D into classroom
materials). International science education.
CONSULTING
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 (2015-2017).
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 (2015-2016).
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).
Page 3
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).
Page 4
PUBLICATIONS
A. Books:
G.S. Aikenhead (Editor), J. Brokofsky, T. Bodnar, C. Clark, C. Foley, J. Hingley, et al. (2014).
Enhancing school science with Indigenous knowledge: What we know from teachers and research.
Saskatoon, Canada: Saskatoon Public Schools with Amazon.ca, http://www.amazon.ca/EnhancingSchool-Science-Indigenous-Knowledge/dp/149957343X
G.S. Aikenhead, & H. Michell. (2011). Bridging cultures: Indigenous and scientific ways of knowing
nature. Don Mills, Ontario, Canada: Pearson Education Canada. 196 pp.
G.S. Aikenhead. (2009). Educação científica: Para todos. (translation by Maria Teresa Oliveira of an
introduction and 5 articles or conference presentations by G.S. Aikenhead). Ramada, Portugal:
Edições Pedago, Lda. 187 pp.
G.S. Aikenhead. (2006). Science education for everyday life: Evidence-based practice. New York:
Teachers College Press. 186 pp.
G.S. Aikenhead. (Ed). (2000). Rekindling traditions: Cross-cultural science & technology units project:
(http://www.usask.ca/education/ccstu/)
Teacher guide to rekindling traditions. 59 pp.
Stories from the field: Experiences and advice from the rekindling traditions team. 24 pp.
Nature’s hidden gifts (with M. Brizinski) 59 pp.
The night sky (with S. Nagy) 51 pp.
Survival in our land (with E. Stobbe) 41 pp.
Snowshoes (with D. Gold) 37 pp.
Trapping (with K. Lemaigre) 47 pp.
Wild Rice (with G. Belcourt) 81 pp.
J. Solomon & G.S. Aikenhead. (Eds.) (1994). STS education: International perspective on reform. New
York: Teachers College Press. 260 pp.
Crelinsten, J., de Boerr, J., & Aikenhead, G.S. (1993). Measuring students’ understanding of science in
its technological and social context. Toronto: Ministry of Education.
G.S. Aikenhead. (1991a). Logical reasoning in science & technology, Student Textbook. Toronto: John
Wiley & Sons of Canada. 390 pp. (Adopted by Saskatchewan, Nova Scotia, and Newfoundland.)
G.S. Aikenhead. (1991b). Logical reasoning in science & technology, Teacher's Guide. Toronto: John
Wiley & Sons of Canada. 418 pp.
G.S. Aikenhead. (1988). Teaching science through a science-technology-society-environment approach.
Saskatchewan Instructional Development and Research Unit, University of Regina, Canada. 43 pp.
G.S. Aikenhead. (1986). Science in the schools: Social issues. Toronto: University of Toronto Guidance
Centre. 113 pp.
G.S. Aikenhead. (1980). Science in social issues: Implications for teaching. Ottawa: Science Council of
Canada, December, 81 pp.
G.S. Aikenhead & R.W. Fleming. (1975). Science: A way of knowing: curriculum development project.
Saskatoon, Canada: Curriculum Studies, University of Saskatchewan, 110 pp.
B. Chapters in Books:
G.S. Aikenhead, & D. Sutherland. (2015). How grassroots Indigenous movements can change the shape
of STEM education. In B. Freeman, S. Marginson, & R. Tytler (Eds.), The age of STEM: Educational
policy and practice across the world in science, technology, engineering and mathematics (pp. 151160). New York: Routledge.
G.S. Aikenhead. (2011). Preface. In T.D. Sadler et al. (Eds.), Socio-scientific issues in science classroom:
Teaching, learning and research (pp. vii-xi). New York: Springer.
G.S. Aikenhead. (2011). Towards a cultural view on quality science teaching. In D. Corrigan, J. Dillon, &
R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 107-127). New York:
Page 5
Springer.
G.S. Aikenhead, G. Orpwood, & P. Fensham. (2011). Scientific literacy for a knowledge society. In C.
Linder, L. Östman, D.A. Roberts, P-O. Wickman, G. Erickson, & A. MacKinnon (Eds.), Exploring
the landscape of scientific literacy (pp. 28-44). Philadelphia, PA: Routledge.
G.S. Aikenhead. (2007). Humanistic perspectives in the science curriculum. S. K. Abell & N.
G. Lederman (Eds.), Handbook of research on science education (pp. 881-910). Mahwah,
NJ: Lawrence Erlbaum.
G.S. Aikenhead. (2006). Cross-cultural science teaching: Rekindling Traditions for Aboriginal students.
In Y. Kanu (Ed.), Curriculum as cultural practice: Postcolonial imaginations (pp. 223-248). Toronto,
Canada: University of Toronto Press.
G.S. Aikenhead. (2004). Science communication with the public: A cross-cultural event. In J. Gilbert
(Ed.), The RoutledgeFalmer reader in science education. London: RoutledgeFalmer, pp. 149-167.
O.J. Jegede, & G.S. Aikenhead. (2004). Transcending cultural borders: Implications for science teaching.
In E. Scanlon, P. Murphy, J. Thomas & E. Whitelegg (Eds.), Reconsidering science learning.
London: RoutledgeFalmer Press, pp. 153-175.
G.S. Aikenhead. (2003). Science stories and border crossings. In M. Ogawa (Ed.), Culture, language and
gender sensitive science teacher education programs. Kobe University, Japan.
G.S. Aikenhead. (2003). STS education: A rose by any other name. In R. Cross (Ed.), A vision for science
education: Responding to the work of Peter J. Fensham. Routledge Press, pp. 59-75.
G.S. Aikenhead. (2002). Whose scientific knowledge? The colonizer and the colonized. In W-M Roth &
J. Désautels (Eds.), Science education as/for sociopolitical action (pp. 39-52). New York: Peter Lang,
pp. 151-166.
G.S. Aikenhead. (2001). Science communication with the public: A cross-cultural event. In S.
Stocklmayer, M. Gore, & C. Bryant (Eds.), Science communication in theory and practice. The
Netherlands: Kluwer Academic Publishers, pp. 23-45.
G.S. Aikenhead. (2001). Cultural relevance: Whose culture? What culture? In J. Wallace & W. Louden
(Eds.), Dilemmas of science teaching. New York: RoutledgeFalmer, pp. 92-95.
G.S. Aikenhead. (2000). Renegotiating the culture of school science. In R. Millar, J. Leach & J. Osborne
(Eds.), Improving science education: The contribution of research. Buckingham, UK: Open
University Press, pp. 245-264.
G.S. Aikenhead. (2000). STS science in Canada: From policy to student evaluation. In D. Kumar & D.
Chubin (Eds.), Science, technology, & society: A source book on research and practice.
Kluwer/Plenum Press, pp. 49-89.
W.W. Cobern & G.S. Aikenhead (1998). Cultural aspects of learning science. In B.J. Fraser & K.G.
Tobin (eds.), International handbook of science education (pp. 39-52). Dordrecht, The Netherlands:
Kluwer Academic Publishers, pp. 39-52.
G.S. Aikenhead. (1998). Border crossing: Culture, school science, assimilation of students. In D.A.
Roberts & L. Ostman (Eds.), The multiple meanings of a school subject. New York: Teachers College
Press, pp. 86-100.
G.S. Aikenhead (1997). STL and STS: Common ground or divergent scenarios? In E.W. Jenkins (Ed.),
Innovations in science and technology education, Vol. VI. Paris: UNESCO.
G.S. Aikenhead with J. Keeves. (1995). Science curricula in a changing world. In B.J. Fraser & H.J.
Walberg (Eds.), Improving science education. Chicago: The National Society for the Study of
Education, University of Chicago Press.
G.S. Aikenhead. (1994):
Chapter 2. The social contract of science: Implications for teaching science.
Chapter 5. What is STS science teaching ?
Chapter 16. Consequences to learning science through STS: A research perspective.
Chapter 20. Collaborative research and development.
In J. Solomon and G. Aikenhead (Eds.), STS education: International perspective on reform. New
York: Teachers College Press.
Page 6
G.S. Aikenhead & A.G. Ryan. (1993). Evaluation of views of high school graduates on STS topics. In
R.E. Yager (Ed.), The science, technology, society movement. Washington, DC: National Science
Teachers Association.
G.S. Aikenhead. (1992). The content in STS education. In M.O. Thiirunarayanan (Ed.), Handbook of
science, technology and society, Vol. I. Tempe, Arizona: Arizona Board of Requests, Arizona State
University.
G.S. Aikenhead. (1992). Collective decision making in the social context of science. In G. Gough, R.
Muhlebach, F. Patrick, I. Robottom & R. Walker (Unit team), Selected papers in science education.
Geelong, Victoria, Australia: Deakin University Press.
G.S. Aikenhead. (1990). Scientific/technological literacy, critical reasoning, and classroom practice. In
S.P. Norris and L.M. Phillips (Eds.), Foundations of literacy policy in Canada. Calgary: Detselig
Enterprises.
G.S. Aikenhead. (1990). Assessment of Student Learning in the Area of Science-Technology-Society. In
D. Layton (Ed.), Innovations in science and technology education. Paris: UNESCO.
G.S. Aikenhead. (1989). Scientific Literacy and the Twenty-First Century. In C.K. Leong & B.S.
Randhawa (Eds.) Understanding Literary and Cognition. New York: Plenum Press.
G.S. Aikenhead. (1988). Science-technology-society. In K. Riquarts (Ed.) Science and technology
education and the quality of life, 3. Kiel, West Germany: Institute for Science Education (IPN), Kiel
University, pp. 212-220
G.S. Aikenhead. (1985). Training teachers for STS education. In R. James (Ed.), Science, technology and
society: resources for science educators. The Association for the Education of Teachers in Science
1985 Yearbook. Cookeville, Tennessee: Tennessee Technological University.
G.S. Aikenhead. (1985). Science curricula and preparation for social responsibility. In R. Bybee (Ed.),
Science, technology, society. The National Science Teachers Association 1985 Yearbook,
Washington, D.C.: NSTA.
G.S. Aikenhead. (1985). Collective social decision making: Implications for teaching science. In D.
Gosling & B. Musschenga (Eds.), Science education and ethical values. Washington, D.C.:
Georgetown University Press; and Geneva: WCC Publications.
G.S. Aikenhead. (1984). Science at Prairie High School. In J. Olson and T. Russell, Science education in
Canadian schools, volume III: Case studies of science teaching. Ottawa: Science Council of Canada,
Ch. 9.
G.S. Aikenhead. (1983). Science as inquiry: A desired state. In J.E. Penick (Ed.), Science as inquiry.
Washington, D.C.: NSTA., Chapter 1.
G.S. Aikenhead & J.E. Penick. (1983). Excellence in teaching science as inquiry: Some generalizations
and recommendations. In J.E. Penick (Ed.), Science as inquiry. Washington, D.C.: NSTA, Chapter
12.
G.S. Aikenhead. (1983). A retrospective account of the development of a novel curriculum in science:
Prospects for Change. In R. Butt et al. (Eds.), Insiders' realities, outsiders' dreams: Prospects for
curriculum change. Vancouver, B.C., University of British Columbia Centre for the Study of
Curriculum and Instruction, Chapter 10.
G.S. Aikenhead. (1982). Science: A Way of Knowing. In V.N. Wanchoo (Ed.), World views on science
education. Delhi, India: Oxford & BH Co., Chapter 13.
W. Welch, L. Klopfer, J. Robinson & G.S. Aikenhead. (1981). Inquiry in school science. In N. Harms &
R. Yager (Eds.), What research says to the science teacher, Washington, D.C.: NSTA, Chapter 5.
G.S. Aikenhead. (1981). Science and Canadian society: Implications for teaching. In B.E. Robertson
(Ed.), Science and your future. Ottawa: Science Council of Canada, Chapter 3.
G.S. Aikenhead. (1980). An integrated course concerning the nature, processes and social aspects of
science. In C. McFadden (Ed.), World trends in science education. Halifax: Atlantic Institute of
Education, Chapter 26.
Page 7
G.S. Aikenhead. (1974). A measurement of knowledge about science and scientists. In V.J. Mayer (Ed.),
Unpublished evaluation instruments in science education: A handbook. Columbus, Ohio: ERIC
Information Analysis Center, Chapter 5.
C. Articles in Refereed Journals:
Lee H., Yen C-F., & Aikenhead, G.S. (2012). Indigenous elementary students’ science instruction in
Taiwan: Indigenous knowledge and Western science. Research in Science Education, 42, 1183-1199.
Aikenhead, G.S., & Elliott, D. (2010). An emerging decolonized science education in Canada. Canadian
Journal of Science, Mathematics and Technology Education, 10, 321-338.
Aikenhead, G.S. (2010). Academic science, cultural intransigence, and devious educo-politics. Cultural
Studies of Science Education, 5, 613-619.
Aikenhead, G.S. (2008). Objectivity: The opiate of the academic? Cultural Studies of Science Education,
3, 581-585.
Aikenhead, G.S., & Ogawa, M. (2007a). Indigenous knowledge and science revisited. Cultural Studies of
Science Education, 2, 539-591.
Aikenhead, G.S., & Ogawa, M. (2007b). A reply to three thoughtful commentaries: The conversation
continues. Cultural Studies of Science Education, 2, 614-620.
Aikenhead, G.S. (2006). Towards decolonizing the pan-Canadian science framework. Canadian Journal
of Science, Mathematics and Technology Education, 6, 387-399.
G.S. Aikenhead. (2005a). Research into STS science education. Educación Química, 16, 384-397.
G.S. Aikenhead. (2005b). Educación ciencia-tecnología-sociedad (CTS): Una Buena idea como quiera
que se le llame. Educación Química, 16, 304-314.
G.S. Aikenhead. (2005c). Science-based occupations and the science curriculum: Concepts of evidence.
Science Education, 89, 242-275.
G.S. Aikenhead. (2003). Chemistry and physics instruction: Integration, ideologies, and choices.
Chemical Education: Research and Practice, 4, 115-130.
G.S. Aikenhead. (2002a). Cross-cultural science teaching: Rekindling Traditions for Aboriginal students.
Canadian Journal of Science, Mathematics and Technology Education, 2, 287-304.
G.S. Aikenhead. (2002b). The educo-politics of curriculum development. Canadian Journal of Science,
Mathematics and Technology Education, 2, 49-57.
G.S. Aikenhead. (2001a). Integrating Western and Aboriginal sciences: Cross-cultural science teaching.
Research in Science Education, 31, 337-355.
G.S. Aikenhead. (2001b). Students’ ease in crossing cultural borders into school science. Science
Education, 85, 180-188.
B.F. Lewis & G.S. Aikenhead. (2001). Shifting perspectives from universalism to cross-­‐culturalism.
Science Education, 85, 3-5.
G.S. Aikenhead & Otsuji, H. (2000). Japanese and Canadian Science Teachers’ Views on Science and
Culture. Journal of Science Teacher Education, 11, 277-299.
G.S. Aikenhead & B. Huntley. (1999). Teachers' views on Aboriginal students learning Western and
Aboriginal science. Canadian Journal of Native Education, 23, 159-175.
O.J. Jegede & G.S. Aikenhead. (1999). Transcending cultural borders: Implications for science teaching.
Research in Science and Technological Education, 17, 45-66.
G.S. Aikenhead & O.J. Jegede. (1999). Cross-cultural science education: A cognitive explanation of a
cultural phenomenon. Journal of Research in Science Teaching, 36, 269-287.
G.S. Aikenhead. (1998a). Many students cross cultural borders to learn science: Implication for teaching.
Australian Science Teachers Journal, 44(4), 9-12.
G.S. Aikenhead. (1998b). Teachers, teaching strategies and culture. Science Education International,
9(3), 7-10.
G.S. Aikenhead. (1997a). Student views on the influence of culture on science. International Journal of
Science Education, 19, 419-428.
Page 8
G.S. Aikenhead. (1997b). Toward a First Nations cross-cultural science and technology curriculum.
Science Education, 81, 217-238.
G.S. Aikenhead. (1996). Science education: Border crossing into the subculture of science. Studies in
Science Education, 27, 1-52.
G.S. Aikenhead & A.G. Ryan. (1994). Sciences, technologies et societé: Ce qu'en pensent des étudiants
canadiens. Courrier du CETHES, 26 (Janvier), 21-42.
A.G. Ryan & G.S. Aikenhead. (1992). Students’ perceptions about the epistemology of science. Science
Education, 76, 559-580.
G.S. Aikenhead & A.G. Ryan. (1992). The development of a new instrument: Views on
science-technology- society (VOSTS). Science Education, 76, 477-491.
L. Duffee & G.S. Aikenhead, (1992). Curriculum change, student evaluation, and teacher practical
knowledge. Science Education, 76, 493-506.
G.S. Aikenhead. (1992a). L'Approche sciences-technologies-societé et l'apprendissage des sciences: Une
perspective de recherche. Courrier de CETHES, 16(April), 4-40.
G.S. Aikenhead. (1992b). LoRST: An academic STS science textbook. Bulletin of Science, Technology &
Society, 12, 149-159.
G.S. Aikenhead. (1992). The integration of STS into science education. Theory into Practice, 31, 27-35.
G.S. Aikenhead. (1989). Decision-making theories as tools for interpreting student behaviour during a
scientific inquiry simulation. Journal of Research in Science Teaching, 26, 189-203.
G.S. Aikenhead. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal
of Research in Science Teaching, 25, 607-629. (Received the JRST award by the National
Association for Research in Science Teaching as "the most significant contribution of the year.")
A. Hofstein, G.S. Aikenhead & K. Riquarts. (1988). Discussion over STS at fourth IOSTE symposium.
International Journal of Science Education, 10, 357-366.
G.S. Aikenhead. (1987a). A module for teaching scientific decision making. Bulletin of Science,
Technology & Society, 7, 137-145.
G.S. Aikenhead. (1987b). High school graduates' beliefs about science-technology-society. III.
Characteristics and limitations of scientific knowledge. Science Education, 71, 355-367.
G.S. Aikenhead (1987c). The development of a new technique for monitoring student understanding of
science- technology-society topics. Ricerca Educativa, 4, 23-37.
G.S. Aikenhead, R.W. Fleming & A.G. Ryan. (1987). High school graduates' beliefs about sciencetechnology-society. I. Methods and issues in monitoring student views. Science Education, 71,
145-161.
G.S. Aikenhead. (1985a). Collective social decision making: Implications for teaching science. Bulletin of
Science, Technology & Society, 5, 117-129.
G.S. Aikenhead. (1985b). Decision making in the social context of science. Science Education, 69,
453-475. (Awarded best manuscript of the year.)
G.S. Aikenhead. (1984). Teacher decision making: The case of Prairie High. Journal of Research in
Science Teaching, 21, 167-186.
G.S. Aikenhead (1983). Teaching science today, relevant to 2001 A.D. Teacher Education, 23, October,
58-76.
W. Welch, L. Klopfer, J. Robinson & G.S. Aikenhead. (1981). The role of inquiry in science education:
analysis and recommendations. Science Education, 65, 33-50.
G.S. Aikenhead. (1979a). Science: A way of knowing. The Science Teacher, 46, September, 23-25.
G.S. Aikenhead. (1979b). Using qualitative data in formative evaluation. Alberta Journal of Educational
Research, 25, June, 117-129.
G.S. Aikenhead. (1975). The periodicity puzzle lab. Journal of College Science Teaching, 5, September,
33-34.
G.S. Aikenhead & J. Hope. (1974). Theory into practice for elementary mathematics and science methods
students. School Science and Mathematics, 74, April, 280-292.
Page 9
G.S. Aikenhead. (1974a). Course evaluation I: A new methodology for test construction. Journal of
Research in Science Teaching, 11, 23-30.
G.S. Aikenhead. (1974a). Course evaluation II: Interpretation of student performance on evaluative tests.
Journal of Research in Science Teaching, 11, 31-41.
G.S. Aikenhead. (1973). The measurement of high school students' knowledge about science and
scientists. Science Education, 51, 539-549.
BOOK REVIEWS
G.S. Aikenhead. (2015). Removing epistemic blinkers and biases: a much needed conversation. Studies in
Science Education. DOI: 10.1080/03057267.2015.1108482.
G.S. Aikenhead. (2014). Postcolonial theories, bicultural research and wanting the best for Kenyan
students. Studies in Science Education. DOI: 10.1080/03057267.2014.981376.
KEYNOTE PRESENTATIONS AT MAJOR CONFERENCES
National Science Teachers Association, San Francisco, CA: Building Cultural Bridges between Scientific
and Indigenous Ways of Knowing Nature (March 2011).
National Conference on Research on Science Education (ENPEC – Portuguese acronym), Florianópolis,
Brazil: Science, Culture and Citizenship: Cross-Cultural Science Education for Indigenous Students
(November 2009).
Asian Science Education Association, Kaohshiung, Taiwan: Modifying Western Science Education
Curricula to Meet Asian Students’ Identities and Life Goals (February 2007).
International Organization for Science and Technology Education (IOSTE), Batu Ferringghi, Penang,
Malaysia: Science and Technology Education from Different Cultural Perspectives (August 2006).
International Organization for Science and Technology Education (IOSTE), Lublin, Poland: The
Humanistic and Cultural Aspects of Science & Technology Education (July 2004).
Universidade de Lisboa, School of Science (a conference commemorating 30 years of teacher training),
Lisboa, Portugal: Thirty Years of Research in Science Education (May 2002).
Australian Science Teachers Association (47th annual conference), Darwin, Australia: Aboriginal School
Science for Economic Development (July 1998).
International Conference on Science Education: Globalization of Science Education, UNESCO and
Korean Educational Development Institute, Seoul, Korea (4 invited keynotes):
(1) Recognizing and Responding to Complexity: Cultural Border Crossing into Science.
(2) Teachers, Teaching Strategies, and Culture.
(3) A Framework for Reflecting on Assessment and Evaluation.
(4) Changes Need to Succeed Where We Previously Failed. (May 26-30, 1997).
Kikawada Foundation Symposium, Tokyo Institute of Technology, Tokyo, Japan: Canada’s Indigenous
Peoples and Western Science Education (September 1996).
UNESCO International Forum on Scientific and Technological Literacy for All, Paris, France: Trends in
Assessment and Evaluation (June 1993).
Conferencia Internacional Ensino de Ciencias para o Seculo XXI, Brasilia, Brazil: Development of STS
Curricula (June 1990).
RESEARCH & DEVELOPMENT INTERESTS
My current R&D focus concerns the respectful recognition of Indigenous knowledge in Western
(Eurocentric) science curricula, in teaching materials, and in classroom instruction and assessment.
Holistically this domain has been called culturally responsive science teaching. It has direct implications for
education for sustainable development.
I study the cultural border crossings between (a) students’ cultures of their everyday worlds and (b) the
culture of Western (Eurocentric) science conveyed in school science. Success at learning and using scientific
knowledge, values, and skills in the everyday world, is a function (among other influences) of how easily
students cross a culture-like border into school science, and to what extent they form a self-identity as a
Page 10
competent citizen dealing with matters related to science and technology. My work over the last 40 years –
R&D into contextualizing science instruction in the social and technological worlds of students – has led me
to explore this cultural approach to science education.
I have also conducted research into the concepts of evidence used by people in science-related careers and
by citizens involved in a science-related social issue, with implications to making the high school science
curriculum more relevant to these needs.