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The purpose of this research is to study how Traditional Ecological Knowledge (TEK) is represented in Grade 7 and 8 Official Science Curriculum in British Columbia, Canada. To illustrate prevalence and representation of TEK in the documents, a mixed methods framework of content analyses, Hermeneutic Content Analysis (HCA) wasl conducted. Furthermore, the advantages of integrating TEK in science curriculum will be discussed in this article.

international journal for cross-disciplinary subjects in education

Studying the Integration Level of Traditional Ecological Knowledge in Science Education: A Case Study In British Columbia, Canada in Grade 7 and 8 Official Curriculum Documents