Sense of Place and Place-Based Introductory Geoscience Teaching for American Indian and Alaska Native Undergraduates
Sense of Place and Place-Based Introductory Geoscience Teaching for American Indian and Alaska Native Undergraduates
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美洲印第安人和阿拉斯加原住民本科生的地方感和基于地方的地球科学入门教学
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
S. Semken
中科院分区：
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作者：
S. Semken
地方是由人类在其中的经历赋予意义的地方。地方感是指个人或群体对地方的一系列意义和依恋。美洲印第安人和阿拉斯加原住民的文化和教育理念反映了他们传统家园的丰富情感。然而，地方感并没有体现在美国印第安人和阿拉斯加原住民的地球科学本科生入学比例上。这是因为主流地球科学教学强调全球综合，而不是对原住民学生具有先验意义的地方的探索和深入理解，甚至可能以文化上不恰当的方式描述这些地方。许多具有本土教育系统经验的教师和研究人员建议更加重视对当地的研究、当地文化知识的综合以及社区指导的科学教育活动。少数学校系统采用了这种“基于地点”的方法，几乎所有学校系统都在土著社区之外。基于地方的地球科学教学可能会提高美洲印第安人、阿拉斯加原住民和其他代表性不足的少数族裔学生的科学素养，并让更多的人进入地球科学专业。然而，这一假设尚未经过严格检验。对不同学生群体的地方依恋和意义进行实证和描述性研究，以及对基于地方的教学进行更清晰的定义，是更真实的基于地方的地球科学课程和项目的先决条件。这里确定了基于地点的地球科学教学的五个特征，并说明了在不同教育环境中实施的建议。
Places are localities given meaning by human experiences in them. Sense of place refers to a set of meanings of and attachments to places that are held by individuals or by groups. The cultures and educational philosophies of American Indian and Alaska Native peoples reflect rich senses of the places that make up their traditional homelands. However, sense of place does not manifest itself in proportionate enrollments in undergraduate geoscience by American Indians and Alaska Natives. This is because mainstream geoscience teaching emphasizes global syntheses over exploration and in-depth understanding of places that have prior meaning for Indigenous students, and may even depict such places in culturally-inappropriate ways. Many teachers and researchers with experience in Native educational systems recommend a greater emphasis on the study of local places, synthesis of local cultural knowledge, and community-directed activities in science education. Such a “place-based” approach is used by a small number of school systems, nearly all outside of Native communities. Place-based geoscience teaching could potentially enhance science literacy among American Indian, Alaska Native, and other underrepresented minority students, and bring more of them into the geoscience profession. However, this hypothesis has not yet been rigorously tested. Empirical and descriptive studies of place attachment and meaning among different student populations, and clearer definition of place-based teaching, are prerequisite to more authentic place-based geoscience courses and programs. Five characteristics of place-based geoscience teaching are identified here and illustrated with suggestions for implementation in diverse educational settings.