Context, Culture & STEM Education

背景、文化

• 批准号: 0529639
• 负责人: Sharon Nelson-Barber
• 金额: --
• 依托单位: WestEd
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0529639&HistoricalAwards=false
• 关键词: Context; Culture; & STEM; Education

Intellectual Merit: The proposed study is designed to explore ways in which American Indian and Alaskan Native students and their teachers in selected communities make use of cultural experiences relevant to science and mathematics education. The proposed research is intended to provide a stronger evidentiary base to support sustained improvements in STEM settings and their subsequent diffusion. The findings from the proposed research may inform the development of STEM education in multiple educational contexts.The goals of the study are (1) to determine how community and cultural concepts, and student experiences with their heritage, impact the ways they make sense of the mathematics and science they encounter in school; (2) to understand what factors are critical to properly identifying and measuring the ways in which context and culture shape the learning of science and mathematics in American Indian and Alaskan Native populations; (3) to determine ways in which teachers' practices incorporate and build upon students' experiences as conventional forms of STEM knowledge are introduced and developed in school; and (4) to develop a research-based framework and methods that can help indigenous groups assess the forms of culturally-based science and mathematics knowledge that exist within communities, and how those local forms can be related to the ones that are recognized in formal education settings.To learn more about how to address these needs, in year one researchers will visit seven communities to select four that have the most prominent and varied culturally-related science and mathematics instructional programs and that offer opportunities for strong research collaboration. During the main data collection carried out in year two, researchers will spend six person-weeks spread over two field visits at each of the four selected communities. Data will be gathered systematically in five areas: sociocultural context, influence of place, interpersonal interactions, ethnically-related knowledge, and teacher practices of presenting conventional STEM knowledge. Data collection during a final visit will focus on extending understanding and addressing areas for investigation that arise from iterative analysis in year two.Broader Impact: This study addresses the insufficient research base on teaching and learning related to the mathematics and science education of rural, indigenous students. The knowledge developed in this study will contribute explicitly to the ongoing dialogue about how culturally different approaches to knowledge and knowledge construction can be reconciled and beneficially incorporated in the classroom as part of the pursuit of equitable and powerful STEM education for all students. The framework and methods identified within this comparative exploratory study will form the basis for future large-scale investigations of their applicability to other populations.

智力价值：这项拟议的研究旨在探索选定社区的美国印第安人和阿拉斯加原住民学生及其教师如何利用与科学和数学教育相关的文化经验。拟议的研究旨在提供更有力的证据基础，以支持STEM环境的持续改善及其随后的传播。这项研究的结果可能会为STEM教育在多种教育背景下的发展提供参考。研究的目标是(1)确定社区和文化概念，以及学生对其遗产的体验，如何影响他们理解他们在学校遇到的数学和科学的方式；(2)了解哪些因素对于正确识别和衡量环境和文化如何塑造美国印第安人和阿拉斯加土著人口的科学和数学学习方式至关重要；(3)确定教师在学校引入和发展传统形式的STEM知识时，如何结合和建立学生的经验；以及(4)开发一个以研究为基础的框架和方法，以帮助土著群体评估社区内存在的以文化为基础的科学和数学知识的形式，以及这些地方形式如何与正规教育中公认的形式相关联。为了更多地了解如何满足这些需求，第一年，研究人员将访问七个社区，选择四个拥有最突出和多样化的与文化相关的科学和数学教学计划并提供机会进行强有力的研究合作的社区。在第二年进行的主要数据收集期间，研究人员将在选定的四个社区中的每个社区分别进行两次实地访问，时间为六个人/周。将在五个领域系统地收集数据：社会文化背景、地点的影响、人际互动、与种族有关的知识以及教师传授传统STEM知识的做法。在最后一次访问期间收集的数据将侧重于扩大了解和处理第二年迭代分析产生的调查领域。广泛影响：这项研究解决了与农村土著学生的数学和科学教育有关的教与学的研究基础不足的问题。这项研究中形成的知识将明确有助于正在进行的对话，即如何协调不同文化的知识方法和知识构建，并将其有益地纳入课堂，作为为所有学生追求公平和强有力的STEM教育的一部分。在这项比较探索性研究中确定的框架和方法将构成今后大规模调查其对其他人群的适用性的基础。