BRIDGING KNOWLEDGES: MICROBIOLOGY AND INDIGENOUS PLANT MEDICINE IN SCIENCE ENABLING EDUCATION

Sharon Gough; Julie Sartori; Angela  Jones

Authors

Sharon Lisa Gough Edith Cowan University https://orcid.org/0009-0005-0660-2744
Dr. Julie Sartori Edith Cowan University https://orcid.org/0000-0002-9351-2122
Dr. Angela Jones Edith Cowan University https://orcid.org/0000-0001-8411-6163

Keywords:

Indigenous Plant-based medicine; Indigenous Plants, Enabling Education, STEM.

Abstract

SUB-THEME: Elevating First Nations Australians’ Sciences:

KEYWORDS: Indigenous Plant-based medicine; Indigenous Plants, Enabling Education, STEM.

SUB-THEME: Elevating First Nations Australians and Torres Strait Islander’s Sciences

PROBLEM

The inclusion of Aboriginal and Torres Strait Islander knowledges in science curricula remains inconsistent across Australian higher education and enabling. Despite national strategies encouraging integration, many enabling programs, designed to support students from underrepresented backgrounds, present science through a Western-centric lens. At Edith Cowan University (ECU), the UniPrep Science unit, delivered on Whadjuk Noongar boodja and Wardandi boodja, lacked meaningful engagement with Indigenous scientific knowledge, despite being a foundational STEM unit for 300–400 students each semester.

PLAN

To address this, a new module was designed to embed Aboriginal and Torres Strait Islander scientific perspectives into the curriculum, as a central component of scientific learning. Learning perspective were informed by decolonising pedagogies and Indigenous-led frameworks (Ah Chee et al., 2024; Australian Institute of Aboriginal and Torres Strait Islander Studies [AIATSIS], 2022; Fogarty et al.,) and the work of Noongar Elder Vivienne Hansen (2020). The module focused on the medicinal properties of native Western Australian plants. Students would test plant extracts from moorngan (tea tree), eucalyptus (mixed species), and uilarac (sandalwood), and two Western Australian honeys through microbiological experimentation, on nutrient agar plates inoculated with Escherichia coli and Staphylococcus epidermidis.

ACTION

The module was launched in 2024, delivered over two weeks and positioned Indigenous scientific persceptives alongside Western scientific methods. Students conducted laboratory experiments and observed bacterial and inhibition zones to assess the antibacterial properties of plant extracts. These hands-on activities were scaffolded by a lecture introducing Noongar bush medicine, the impact of Aboriginal and Torres Strait health, and the seasonal knowledge that guided sustainable plant use.

REFLECTION

The module’s impact was gauged through anonymous feedback surveys (~100 responses), laboratory discussions, and tutor observations. Students expressed respect for Indigenous bush medicine, valued testing traditional knowledge scientifically, and showed greater awareness of Aboriginal and Torres Strait scientific contributions. Tutors noted increased engagement and critical thinking. Although the evaluation was qualitative and self-reported, the findings suggest the module enhanced cultural awareness and engagement, with more formal evaluation planned.

ACKNOWLEDGEMENTS

We thank the technical staff at the School of Sciences, Edith Cowan University, Joondalup Campus, for their invaluable insight and methodology development, The authors disclose no funding. Supplementary materials and costing are available on request.

REFERENCES

Ah Chee, J. (Bundjalung), Bennett, R., Cirkony, C., Coutts, K., Fairbrother, L., Gunning, T., Raven, T. (Yamaji/Nyungar), Sambono, J. (Jingili), Singh, L. (Quandamooka and Wiradjuri), Uink, B. (Noongar), & Ziebell, A. (2024). A guide for curriculum development: First Nations Australians' science. Deakin University. https://www.acds.edu.au/wp-content/uploads/A-guide-for-curriculum-development-First-Nations-Australians-Science-Online-v2.pdf

Fogarty, W., Lovell, M., Langenberg, J., & Herron, M. (2018). Deficit discourse and strengths-based approaches. National Centre for Indigenous Studies. Lowitja Institute and ANU.

Hansen, V. (Noongar), & Horsfall, J (2020). Noongar Bush Medicine. UWA Publishing Universities

https://openjournals.test.library.sydney.edu.au/IISME/article/view/17432/15039

Proceedings of the Australian Conference on Science and Mathematics Education, The University of Melbourne, 30 September - 2 October 2025, page X, ISSN Number 2653-0481.

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Author Biographies

Sharon Lisa Gough, Edith Cowan University

Sharon L Gough is a Unit Coordinator and Lecturer in Access and Equity within the UniPrep program at Edith Cowan University. Previously, she served in the School of Science, coordinating and lecturing across various chemistry units with a specialisation in organic chemistry. She now coordinates the University Preparation (UniPrep) course for science and is a member of the UniPrep teaching team, which received the Vice-Chancellor’s Award for Programs that Enhance Learning in both 2015 and 2023.

Before joining Edith Cowan University, Sharon enjoyed a 15-year career as a research scientist at GlaxoSmithKline (GSK), where her innovative chemistry work resulted in worldwide patents, significantly enhancing GSK’s drug portfolio and paving the way for future market success.

At Edith Cowan University, she is dedicated to making STEM education accessible to all students regardless of background, championing hands-on, laboratory-based learning as essential for understanding scientific concepts. Through integrating real-world scientific experiences into her teaching, Sharon tries to inspire the next generation of scientists to pursue university degrees in science.
Dr. Julie Sartori, Edith Cowan University

Dr Julie Sartori is an academic and researcher at Edith Cowan University (ECU), Western Australia, where she contributes to multiple units and school programs within the School of Medical and Health Sciences, Access and Equity and the School of Science. Teaching expertise includes serving as a Unit Coordinator and Lecturer for Reproduction, Development and Ageing, Anatomy and Physiology 1, and Anatomy and Physiology 2 (Summer School). Additionally, laboratory teaching for Medical Microbiology, Human Genetics, Human Molecular Genetics and Forensic Genetics. Julie is also a dedicated academic tutor in the teaching and learning space, supporting students in UniPrep Science and nursing students in Human Processes 1. Dr Sartori is currently research-active, with the Placenta Project and supervising several postgraduate students in the field of reproductive health. Previous research experience includes significant contributions to the RAINE Study at the University of Western Australia and The Australian Fathers Study. As a passionate STEM educator and published researcher, Julie is committed to furthering her academic contribution in the university teaching and learning space.
Dr. Angela Jones , Edith Cowan University

Dr Angela Jones is a Senior Lecturer in Access and Equity, and course coordinator of UniPrep programs at Edith Cowan University, WA. She was previously Head of Discipline for University Preparation Pathways at Murdoch University, WA. Angela is a two-times AAUT award winner including: a 2023 citation for outstanding contribution to Student Learning for co-designing the FlexiTrack in-schools enabling program, and a 2024 award winner for programs that enhance learning for UniPrep. She has published in the field of enabling education and was lead editor on two academic edited collections. The latest, Transitioning Students into Higher Education Philosophy, Pedagogy and Practice (2019), focused “on the relationship between philosophy, pedagogy and practice when designing programs, units or courses for transitioning students to new educational spaces in the university environment.” Angela is a passionate enabling educator and advocate for social justice education, and the career development of academics in this space.