Field‐based education and indigenous knowledge: Essential components of geoscience education for native American communities
Field‐based education and indigenous knowledge: Essential components of geoscience education for native American communities
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实地教育和土著知识：美洲原住民社区地球科学教育的重要组成部分
DOI：
10.1002/sce.20032
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发表时间：
2005
影响因子：
4.3
通讯作者：
E. Riggs
中科院分区：
文献类型：
--
作者：
E. Riggs
这项研究的目的是提出一个框架，借鉴理论和经验科学教育研究，解释为北美土著社区设计的少数持久和成功的地球科学教育方案的共同、突出的实地组成部分。这些方案主要是为成人学习者设计的，无论是在大专阶段还是在技术教育环境中，都包括当地土著社区和附近大学的地球科学家之间的积极合作。为土著学习者开设的成功的地球科学课程共同明确强调户外教育、场所和以问题为基础的结构，并明确将传统土著知识纳入教学。分享这种基本设计的项目已被证明是成功的，并在北美各地的各种土著文化中广受欢迎。我们对基于实地的常见要素进行了分析，以深入了解本土的地球科学教育。我们从基于领域的学习研究、美洲原住民学习风格研究以及对原住民知识的性质和结构的理论和实证研究三个方面对这一设计的成功之处进行了解释。我们还提供了未来的研究方向，可以测试和进一步完善我们对本土地球科学教育最佳做法的理解。©2004威利期刊公司SCI版，89：296-313,2005
The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active collaboration between local indigenous communities and geoscientists from nearby universities. Successful Earth science curricula for indigenous learners share in common an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. Programs sharing this basic design have proven successful and popular for a wide range of indigenous cultures across North America. We present an analysis of common field-based elements to yield insight into indigenous Earth science education. We provide an explanation for the success of this design based in research on field-based learning, Native American learning styles research, and theoretical and empirical research into the nature and structure of indigenous knowledge. We also provide future research directions that can test and further refine our understanding of best practices in indigenous Earth science education. © 2004 Wiley Periodicals, Inc. Sci Ed, 89:296–313, 2005