U.S.-Russia Planning Visit: International Collaboration in Siberia Examining the Development of Indigenous Students' Identity as Science Learners

OISE 09-20895迈克尔米德尔顿新罕布什尔大学这个项目为计划访问提供支持？为项目负责人和三名共同项目负责人向俄罗斯戈尔诺-阿尔塔斯克国立大学提供了资助。美国首席研究员是新罕布什尔大学的迈克尔·米德尔顿。外国合作者是Natalya Yurkova。这次规划访问的主要目的是就土著学生学习科学的动机开展合作。该项目将继续与多数和土著教育工作者和研究人员开展国际合作，研究全球5个不同土著文化（夏威夷、台湾、西伯利亚、新西兰和伯利兹）的科学学习。在西伯利亚期间，项目负责人将与土著教师合作，收集反馈意见并完善项目。概念框架和研究方法。他们将测试访谈和课堂观察的协议，收集关于科学教学、动机和传统生态知识（TEK）融入课堂的试点数据。他们将继续计划进行一项更大规模的研究，研究土著文化中的儿童如何培养作为科学学习者的积极身份。他们还将探讨如何将地方感融入课程，将传统生态知识与西方科学相结合，从而培养文化和科学学习的认同感。这个项目将把对在地学习的考察扩展到北美以外的地区，并探讨在地教育在学校如何提高土著儿童的能力方面的作用的统一主题。S作为科学学习者的身份。

OISE 09-20895Michael MiddletonUniversity of New HampshireThis project provides support for a planning visit ? for the PI and three co-PIs - to Gorno-Altaisk State University in Russia. The US principal investigator is Michael Middleton from the University of New Hampshire. The foreign collaborator is Natalya Yurkova. The primary purpose of this planning visit is to develop a collaboration on Indigenous student motivation for learning science. This project will continue an international collaboration with majority and Indigenous educators and researchers to examine science learning in 5 different Indigenous cultures worldwide (Hawaii, Taiwan, Siberia, Aotearoa New Zealand and Belize). While in Siberia, the PIs will work with Indigenous teachers to receive feedback and refine the project?s conceptual framework and research methods. They will test protocols for interviews and classroom observations, collect pilot data on science instruction, motivation, and the integration of traditional ecological knowledge (TEK) into the classroom. They will continue planning for a larger research study that examines how children in Indigenous cultures develop a positive identity as science learners. They will also explore how incorporating sense of place into the curriculum, integrating traditional ecological knowledge and Western science, may foster cultural and science learning identity.This project will extend the examination of place-based learning outside of North America and explore unifying themes regarding the role of place-based education in how schools can enhance Indigenous children?s identity as science learners.