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

美俄计划访问：西伯利亚国际合作考察土著学生作为科学学习者身份的发展

• 批准号: 0920895
• 负责人: Michael Middleton
• 金额: --
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-15 至 2011-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0920895&HistoricalAwards=false
• 关键词: U.S.; Russia; Planning; Visit; International

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.

OISE 09- 20895迈克尔米德尔顿新罕布什尔大学这个项目提供了一个规划访问的支持？为PI和三个共同PI-俄罗斯的戈尔诺-阿尔泰州立大学。 美国首席研究员是来自新罕布什尔州大学的迈克尔·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进行国际合作，以研究世界各地5种不同土著文化（夏威夷、台湾、西伯利亚、新西兰奥特亚罗瓦和伯利兹）的科学学习情况。 在西伯利亚期间，PI将与土著教师合作，以获得反馈并改进项目？的概念框架和研究方法。 他们将测试采访和课堂观察的协议，收集有关科学教学，动机和传统生态知识（TEK）融入课堂的试点数据。 他们将继续规划一项更大的研究，探讨土著文化中的儿童如何发展作为科学学习者的积极身份。 他们还将探讨如何将地方意识纳入课程，整合传统生态知识和西方科学，可以促进文化和科学学习的身份。这个项目将扩大北美以外的地方为基础的学习的检查，并探讨统一的主题，以地方为基础的教育在学校如何提高土著儿童的作用？作为科学学习者。