摘要：Abstract : Our research indicates that didactic lecturing is commonly used within large, first year university courses despite criticism in the scholarly literature on pedagogy. There is value in considering alternative teaching approaches and perspectives on learning that exist in pedagogy that has sustained traditional aboriginal knowledge for thousands of years. Here we show that the methods for teaching and learning based on traditional aboriginal pedagogy are much different from those of postsecondary university education in North America. We focus on large, first year biology classes and experimentally test the use of learning objects as it is at the core of traditional aboriginal pedagogy; the result was improved learning, particularly within groups for complex learning outcomes. We suggest that our approach is a model that can provide insights into the assemblage of knowledge, which will only be achieved through the application of complex theories among different disciplines and knowledge systems. Running Head: Ancient aboriginal pedagogy improves learning
