What Are the Supports and Challenges of Facilitating an OpenSciEd Unit on Energy at Chief Leschi Schools?

Abstract

Abstract My research question for this qualitative case study is "What are the supports and challenges of facilitating an OpenSciEd unit on energy at Chief Leschi Schools?" Brayboy and McKinley (2005) argue that education in the United States is predominantly focused on mainstream structures, knowledge, and curriculum, and lacks Indigenous approaches and perspectives. Our fourth-grade class used complementary methodologies, such as Etuaptmumk, Two-Eyed Seeing, introduced by Mi’kmaw Elder Albert Marshall (Bartlett et al., 2012; Hatcher et al., 2009), which accounts for both mainstream and Indigenous perspectives.

During visits to Lake Leschi beginning Nov. 17th, 2025-May 1st, 2026, participation in the elementary salmon program and a fourth-grade OpenSciEd unit on energy, students in our fourth-grade class documented their learning through photography, video recordings, illustrations, observational notes, and written reflections, resulting in a variety of qualitative data for this case study. Consistent with a wholistic approach (Absolon, 2022), learning was also documented through reciprocal dialogue in scientist-story circles. Findings demonstrate that CLS students successfully made connections among the natural energy systems at Lake Leschi, the elementary salmon program, and man-made systems that affect natural systems, as presented in the OpenSciEd unit on energy. Findings also indicated that significant support came from others witnessing how our students were benefiting from the restructuring of the OpenSciEd unit on energy to center our students' identities.