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About

The Indigenous Research Methodology (IRM) is a collaboratively developed approach to scientific research that reflects the deep, place-based knowledge systems of Aboriginal and Torres Strait Islander peoples. Applied on Country and adapted for educational settings, the IRM forms a framework for exploring and applying Aboriginal and Torres Strait Islander Peoples’ longstanding scientific knowledge traditions and can be implemented to contextualise scientific inquiry in the classroom.

The IRM resource collection includes an introductory video and accompanying information sheet, as well as five CREST inquiries, at Introductory and Intermediate levels and are aimed at students in Years 6 – 11. In completing an inquiry, students can demonstrate their understandings across both the Aboriginal and Torres Strait Islander Histories and Cultures Cross Curriculum priority, and the Achievement Standards for Science.

The Indigenous Research Methodology resource collection was funded by and created in collaboration with the Drought Resilience Research team, Professor Bradley Moggridge from the University of Technology Sydney and the Narran Lakes Aboriginal Joint Management Committee.

The student worksheets have been designed for printing; therefore, only an accessible PDF version has been supplied.

Max 00:04
My name is Max, I'm a Jabbir Jabbir man from the West Kimberley of Australia and I'm an Indigenous researcher at CSIRO working on the Drought Resilience Mission. So for this project, which the education resources are based on, it was a collaboration between CSIRO Professor Brad Lee-Moggridge from UTS and the Yuwaalaraay Traditional Owners who are part of the Narran Lake Aboriginal Joint Management Committee.

Max 00:35
The project is all about embedding Indigenous ways of knowing, being and doing to lead scientific inquiry projects. The Yuwaalaraay people have immense environmental knowledge of their Country and specifically the Narran Lake system.

Max 00:50
They have immense observational knowledge that has all the stories and the memories of what Country has looked like in the past and what it should be looking like in the present. They also have all their dreaming stories and their song lines and their language that again holds environmental information that has been protected and preserved for thousands of years.

Max 01:13
What that looks like on Country on a research project is for us researchers, it's a whole lot of listening and being on Country, you know, talking with the Yuwaalaraay people about their knowledge, about their memories, about their stories of the past and also again looking into their dreaming stories and their song lines to see what kind of environmental knowledge is revealed in those parts of the knowledge system.

Max 01:44
We've applied the Indigenous Research Methodology that we came up with for the science project and we've adapted that to suit teachers and students to be able to start embedding these Indigenous ways of knowing, being and doing into

Max 02:05
a classroom setting. Stage one, connecting with Country. The first step is about repositioning yourself in your environment, or as Indigenous people say, Country. Connect with the big rivers, the big oceans, the stars.

Max 02:16
Learn and understand the local Traditional Owners and the language group. This is about tuning in and building relationships with all things we share our environment with. Stage two, on Country learning. Learning about Country and the environment comes from our experience.


Max 02:34
Use the five senses to observe, listen and feel what is happening around you. On Country learning can happen through excursions, sharing stories and memories with one another, learning Indigenous languages or even testing plant growth in a classroom.

Max 02:50
Stage three, recording knowledge. Indigenous peoples have always recorded knowledge through stories, art, ceremony and song that continue to this day. We also use tools like sound recordings, photos, drawings and journals to continue the practice of knowledge keeping.

Max 03:08
Stage four, toolmaking and resources. From fish traps to grinding stones, Indigenous peoples have always created tools to help manage and care for Country. In your context, tools might be maps, seasonal calendars or photo journals to support your knowledge of the environment.

Max 03:27
Stage five, reflection and evaluation. When new practices are introduced, Indigenous peoples have always observed their impact on Country. Think about what changes you could do to support your local environment.

Max 03:40
If you've worked with community or local Traditional Owners, share your outcomes and tools. This Indigenous Research Methodology is a great reminder that learning starts with observation, experience and connection.

Max 03:53
The methodology can be practiced in the classroom by taking students outside, encouraging connection to Country, and creating space for storytelling and reflection.

Max Fabila is a Jabbir Jabbir man from the West Kimberley and a Senior Indigenous Research Officer at CSIRO. Max discusses his work on the Drought Resilience Mission and applying the Indigenous Research Methodology.

Available resources

Australian Curriculum links

View how these resources can be linked to certain learning areas within the Australian curriculum.

Download Australian Curriculum links  PDF (784 KB)

Download Australian Curriculum links - text version  TXT (16 KB)

Teacher guide

Use this teacher guide to effectively incorporate the Indigenous Research Methodology (IRM) into your science classrooms.

Download the IRM teacher guide  PDF (267 KB)

Download the IRM teacher guide - text version  TXT (7 KB)

Teacher and student resources

The following IRM resources were developed through CREST, CSIRO’s national awards program, which offers competency-based STEM inquiry activities across six levels—Green to Gold—ranging from structured tasks to advanced, self-guided projects. Learn more about CREST on our website.

Water in our Environment – Green CREST Award

The way water moves across the Earth shapes our environment and influences the lives of the plants and animals that live there. This Green CREST Award applies the Indigenous Research Methodology to explore how water moves on-Country and is contextualised with the Dharriwaa (Narran Lakes) case study.

It includes a teacher and a student resource for Science teachers with students in Years 6 and 7. It covers earth and space science, biological sciences, science as a human endeavour, science inquiry skills and Cross Curriculum Priority (Aboriginal and Torres Strait Islander Histories and Cultures).

 

Biodiversity – Green CREST Award

The biodiversity of an ecosystem often reflects its health and resilience to environmental change. The Narran Lakes system is known as a boom and bust system – when the lakes flood, the biodiversity booms and when it dries, the life in the area declines, or busts. In this Green CREST Award, students will apply the Indigenous Research Methodology to investigate the biodiversity in their school.

It includes a teacher and a student resource for Science teachers with students in Years 7 and 9. It can be applied in Years 3 and 4 with adaptation. This resource covers biological sciences, science as a human endeavour, science inquiry skills and Cross Curriculum Priority (Aboriginal and Torres Strait Islander Histories and Cultures).

 

Groundwater – Green or Orange CREST Award

The stories of groundwater at Dharriwaa (Narran Lakes) tell us that the Uallaroy people knew not only where to find permanent water sources, but also that there was a massive interlinked underground source of water (that we now call the Great Artesian Basin). But how does the water get there? In this CREST Award – available at Green and Orange levels – students will investigate one form of recharging ground water supplies. They will apply the Indigenous Research Methodology to explore how ground cover affects how much rain water can seep into underground stores.

There are teacher and student resources at Green and Orange levels, for Science teachers with students in Years 6, 7 and 9 and can also be applied in Year 4 with adaptation. The resources cover earth and space sciences, biological sciences, science as a human endeavour, science inquiry skills and Cross Curriculum Priority (Aboriginal and Torres Strait Islander Histories and Cultures).

 
 

Cultural Indicators – Blue CREST Award

Indigenous knowledge systems offer unique understandings of Country. Indigenous peoples have developed holistic sets of cultural indicators to understand, care for and manage the diverse Country of the Australian continent. In this activity, students will independently apply the Indigenous Research methodology to explore Cultural Indicators on Country.

There are teacher and student resources for Science teachers with students in Year 9 and Biological Sciences Unit 1. The resources cover biological sciences, science as a human endeavour, science inquiry skills and Cross Curriculum Priority (Aboriginal and Torres Strait Islander Histories and Cultures).