The concept of indigenous science is very unfamiliar to most Canadian education systems. The education policies that was developed by the Ontario first nation was to provide a framework that will provide institutions with a strategic policy natural systems context within which Ministry of Education and school boards can work together to improve the academic performance of the non-aboriginal students. As described by Michell, Herman and Yvonne in ``Learning Indigenous science from place`` (pg. 6), ‘Aboriginal perspective of indigenous science is a study of natural system that contributes to a holistic view of the environment and the role of human beings in the environment’. This holistic nature of the indigenous science is composed of physical, intellectual, affective and spiritual domains of learning. For this reason the aboriginal community have wished to incorporate cultural teaching within mainstream or other institutional curricula, but there was a concern that was raised based on the need to help universities systems to prepare students to choose their careers within scientific discipline. The framework provided in http://library2.usask.ca/native/ library website, also clarifies the roles and relationships of the ministry to Inuit students achieve their education goals and close the gap in academic achievement with the non-aboriginal students.
A guideline emerged from a certain research project that aimed at fostering collaboration among a diverse range of group of Aboriginal and non-Aboriginal educators and scientist. The indigenous study has experienced acknowledgement within traditional ways and cultural practices as a method for sharing, learning, and collecting knowledge development and maintenance. The purpose of the group of Aboriginal students, educators and scientist is to begin the conservations to envision, discuss, and to clarify a philosophy and framework of aboriginal science. The aboriginal people of the 21st century have been so diverse such that their personal beliefs and ideologies as to any other cultural and ethnic group makes it important for educators to realize that these people have traditionally held and have maintained unique perspective that is much different from that of non-aboriginal peoples. The implications of the research have been anticipated to nature all learners in science schools regardless of their cultural background. Aikenhead (2006, Pg. 7), states that the believe of incorporating Aboriginal perspectives in the school of science will help nature students’ and educators’ in understanding and appreciating indigenous knowledge systems that have not that been a major part of many institutions curriculum in the past. The primary connections of indigenous perspectives framework is aiming to accelerate science and literacy learning outcome for indigenous students and increase non-aboriginal students teachers awareness and understanding of the indigenous perspectives. It also acknowledges the contribution of those involved with development of the indigenous perspectives framework which is based on national research findings and collaboration with Aboriginal groups. Discussion Aboriginal people have viewed themselves to be part of intimately connected individuals and therefore they have acted as the guide to the way in which people and visitors in need are to be helped traditionally. There have been a lot of aboriginal resources that have described and indicated the role of indigenous science. The need to integrate aboriginal perspectives into the science curriculum in most countries is clear and immediate. Aboriginal resources are used to help understand the knowledge of indigenous