@article{oai:oacis.repo.nii.ac.jp:00000541,
 author = {Matsumoto, Karen},
 issue = {1},
 journal = {水圏環境教育研究誌, Memoirs of study in aquatic and marine environmental education},
 month = {Dec},
 note = {The author currently works as a teacher for a Tribal school in Washington State. Her experience has shown that there must be a paradigm shift in teaching and learning science for today's young people. In particular, it is essential to include indigenous learning systems in place-based marine education programs for Native American communities. Marine science education can, in this way, be made highly engaging and relevant, both to students' understanding of their world and of their culture's place in it. One proven approach is to incorporate indigenous language and learning systems, new technologies, and best-practice experiential science learning approaches. This results in the cultivation of deep respect for cultural values and differences coupled with learning necessary Western science skills. This paper provides examples from multicultural and Indian education programs of how Western science can be incorporated into indigenous formal education programs while preserving traditional worldviews. The author’s  experience in formal and informal marine education shows how this has the potential to create a learning environment both relevant to indigenous students and conducive to a deeper understanding of environmental justice and equity issues., Karen Matsumoto: Suquamish Tribe},
 pages = {16--21},
 title = {Culturing marine education : indigenous learning systems and western science},
 volume = {7},
 year = {2014}
}