Iḷisaġvik Tribal College’s summer climate program: teaching STEM concepts to North Slope Alaska high school and middle-school students
Iḷisaġvik Tribal College’s summer climate program: teaching STEM concepts to North Slope Alaska high school and middle-school students
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Iḷisaġvik 部落学院夏季气候项目：向北坡阿拉斯加高中和中学生教授 STEM 概念
DOI：
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发表时间：
2016
影响因子：
2.1
通讯作者：
C. Middlecamp
中科院分区：
文献类型：
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作者：
Linda Nicholas;R. Hare;Mary van Muelken;L. Duffy;C. Middlecamp
将非正式科学模块与传统生态知识（TEK）相结合，使学生参与科学，技术，工程和数学（STEM）课程。在2012年至2015年的夏天，位于阿拉斯加州巴罗的I Alisaevik部落学院，每年平均接待12名阿拉斯加农村原住民初中和高中学生参加该学院的夏季STEM项目，名为“北坡气候和永久冻土变化：文化背景”。教学碳循环作为一个核心概念，这个为期2周的STEM计划从多个角度研究了气候变化及其对当地景观的影响。长老们分享了他们对气候变化的观察和经验。当地和来访的科学家通过游戏、动手实验室模拟和实际的实地工作进行演讲和教学，所有这些都与营地的科学内容有关。使用学生学习收获评估的预评估和后评估测量学生的兴趣和概念理解。学生们发展和提高了他们对科学概念的理解，并在营地结束时，可以阐明气候变化对当地环境的影响。
The incorporation of informal science modules with traditional ecological knowledge (TEK) engages students in Science, Technology, Engineering, and Mathematics (STEM) courses. During the summers 2012–2015, Iḷisaġvik Tribal College, located in Barrow, AK, hosted an average of 12 rural Alaska Native middle-school and high school students per year in the college’s summer STEM program called “Climate and Permafrost Changes on the North Slope: In Cultural Context.” Teaching the carbon cycle as a core concept, this 2-week STEM program examined climate change and its effects on the local landscape from a multitude of perspectives. Elders shared their observations and experiences associated with climate change. Local and visiting scientists gave presentations and taught through games, hands-on laboratory simulations, and practical field work—all relevant to the camp’s science content. Pre-assessments and post-assessments using the Student Assessment of Learning Gains measured student interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the camp, could articulate the impact of climactic changes on their local environment.