Snively and Corsiglia’s article argues that Indigenous science, particularly traditional ecological knowledge (TEK), should be recognised as a legitimate and valuable form of scientific knowledge within science education. The authors challenge the assumption that Western modern science is universal, culturally neutral and the only valid model of scientific reasoning. Instead, they define Indigenous science as knowledge developed within particular cultures through long-term observation, experimentation, classification, adaptation and ecological practice. TEK is presented as a specialised branch of Indigenous science grounded in generations of direct contact with local environments, combining empirical knowledge with ethical principles such as respect, reciprocity, restraint, sharing and sustainability. The article gives examples of Indigenous contributions to agriculture, medicine, ecology, navigation, astronomy, resource management and environmental monitoring, showing that Indigenous peoples have produced sophisticated knowledge systems with practical and ecological value. It also explains that oral traditions, stories and spiritual frameworks should not be dismissed as unscientific, because they often encode precise ecological observations and conservation strategies. The authors argue that science education should help students cross cultural borders between Western science and Indigenous knowledge rather than forcing them to abandon one worldview for another. Ultimately, the article concludes that recognising TEK can make science education more inclusive, culturally responsive and environmentally responsible, especially at a time when Western scientific modernity has been implicated in ecological crisis and urgently needs alternative traditions of sustainable knowledge.