Glen S. Aikenhead

Glen S. Aikenhead is affiliated with the University of Saskatchewan in Canada, focusing their academic work primarily within the social sciences. Their research spans various subfields including education, developmental and educational psychology, general agricultural and biological sciences, history and philosophy of science, and health.

The main topics of Aikenhead's research include science education and pedagogy, indigenous and place-based education, mathematics education and teaching techniques, science education and perceptions, diverse educational innovations studies, evolution and science education, and indigenous health, education, and rights.

Aikenhead has published extensively in several academic venues. Frequent publication outlets include:

• Canadian Journal of Science Mathematics and Technology Education
• Science Education
• The Mathematics Enthusiast
• Open Collections
• Sustainable Horizons

Their recent papers demonstrate a focus on the relationship between culture, education, and science. Selected works comprise:

• Teachers' Views on Aboriginal Students Learning Western and Aboriginal Science, 2021, Open Collections
• Resolving Conflicting Subcultures Within School Mathematics: Towards A Humanistic School Mathematics, 2021, Canadian Journal of Science Mathematics and Technology Education
• Humanistic school science: Research, policy, politics and classrooms, 2022, Science Education

In collaboration, Aikenhead has worked with several researchers including Sharon Meyer, Bente Huntley, Leo E. Klopfer, and Albert Zeyer. These partnerships have led to contributions across overlapping areas such as humanistic science education and indigenous culture-based educational practices.

Aikenhead's publications contribute to the discourse on integrating indigenous perspectives with Western scientific and mathematical education frameworks. For instance, their focus includes addressing subcultural conflicts in mathematics education and exploring professional development for culturally relevant teaching materials.

The body of work also shows engagement with themes in humanistic science education, as evidenced by collaborations and research published in key journals dedicated to science education. The emphasis on indigenous knowledge and place-based education aligns with broader efforts to diversify and innovate pedagogical approaches in science and mathematics.