Indigenous knowledge provides specific views of the world held by various indigenous peoples. It offers different views on nature and science that generally differ from traditional Western science. Futhermore, it introduces different perspectives on nature and the human in nature. Coming basically from a Western perspective on nature and science, the paper analyzes the literature in science education focusing on research and practices of integrating indigenous knowledge with science education. The paper suggests Didaktik models and frameworks for how to elaborate on and design science education for sustainability that takes indigenous knowledge and related non-Western and alternative Western ideas into consideration. To do so, indigenous knowledge is contextualized with regards to related terms (e.g., ethnoscience), and with Eastern perspectives (e.g., Buddhism), and alternative Western thinking (e.g., post-human Bildung ). This critical review provides justification for a stronger reflection about how to include views, aspects, and practices from indigenous communities into science teaching and learning. It also suggests that indigenous knowledge offers rich and authentic contexts for science learning. At the same time, it provides chances to reflect views on nature and science in contemporary (Western) science education for contributing to the development of more balanced and holistic worldviews, intercultural understanding, and sustainability.

中文翻译：

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关于本土知识和相关思想如何改善可持续科学教育的多视角思考

土著知识提供了各种土著人民对世界的具体看法。它提供了与传统西方科学普遍不同的关于自然和科学的不同观点。此外，它还介绍了对自然和人在自然中的不同观点。本文主要从西方的自然和科学视角出发，分析科学教育领域的文献，重点关注将本土知识与科学教育相结合的研究和实践。该论文建议了 Didaktik 模型和框架，用于如何详细阐述和设计可持续发展的科学教育，将本土知识和相关的非西方和替代西方思想考虑在内。为此，将土著知识与相关术语（例如，民族科学）相关联，和东方的观点（例如，佛教）和另类的西方思维（例如，后人类教育）。这一批判性审查为更深入地反思如何将土著社区的观点、方面和实践纳入科学教学和学习提供了理由。它还表明，土著知识为科学学习提供了丰富而真实的背景。同时，它提供了在当代（西方）科学教育中反映对自然和科学的观点的机会，以促进更平衡和全面的世界观、跨文化理解和可持续性的发展。和实践从土著社区进入科学教学和学习。它还表明，土著知识为科学学习提供了丰富而真实的背景。同时，它提供了在当代（西方）科学教育中反映对自然和科学的观点的机会，以促进更平衡和全面的世界观、跨文化理解和可持续性的发展。和实践从土著社区进入科学教学和学习。它还表明，土著知识为科学学习提供了丰富而真实的背景。同时，它提供了在当代（西方）科学教育中反映对自然和科学的观点的机会，以促进更平衡和全面的世界观、跨文化理解和可持续性的发展。