US-Russia: Informal Science Learning in Ecological Contexts: Personal, place-based & cultural views of learning in contrasting mountain systems (Yellowstone, USA & Altai, R

美俄：生态背景下的非正式科学学习：个人的、基于地点的

• 批准号: 1016120
• 负责人: Michael Brody
• 金额: $ 4.95万
• 依托单位: Montana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2013-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1016120&HistoricalAwards=false
• 关键词: US; Russia; Informal; Science; Learning

OISE 10-16120This project brings together faculty at Montana State University (MSU) and Gorno Altaisk State University (GASU) in Russia to plan informal science education research and education activities in two distinct but similar mountain systems (Yellowstone USA and Altai Russia). A team of MSU faculty and students will travel to GASU for workshops addressing similar interests in science learning in informal settings. The team will also meet with community members of two villages (Ongudai & Kosh-Agach) in critical ecological and ethno-cultural areas of the Altai. The MSU principal investigators are Michael Brody (Education), Cliff Montagne (Ecology) and John Fisher (Archaeology). The GASU coordinator of the workshop is Natalia Yurkova (Education & International Programs). In addition, Eleanor Abrams (Education) from the University of New Hampshire (UNH), representing school-based science learning with indigenous Altai people will participate in the workshops.The workshops will address informal science learning in an ecological context and focus on issues of culture and diversity as they relate to indigenous populations in contrasting ecological and social systems. Two separate one and a half day workshops in Ongudaisky Region and Kosh-Agachsky Region, Altai Republic will focus on native people?s understanding, values, interests and concerns related to informal learning settings and how these will influence our future research and education activities. These workshops contribute significantly to our emerging understanding of science learning in informal settings. They address a unique conception of ecological learning in three dimensions; personal, community and cultural perspectives. The inclusion of a school-based perspective merges our understanding of formal and informal science learning in these unique settings. This collaboration provides a holistic view of science learning and will unite diverse intellectual resources and research efforts in unique ecological and social systems.This work is expected to extend our understanding of science learning related to critical natural and cultural resources and their management. An understanding of how, why and where learning takes place will help extend the US and international research and education agendas related to informal and formal science learning, natural and cultural resource management and social and ecological sustainability.

OISE 10-16120该项目汇集了俄罗斯蒙大拿州立大学（MSU）和戈尔诺阿尔泰斯克州立大学（GASU）的教师，在两个不同但相似的山区系统（美国黄石公园和俄罗斯阿尔泰）规划非正式的科学教育研究和教育活动。密歇根州立大学的教师和学生团队将前往GASU参加研讨会，讨论在非正式环境中对科学学习的类似兴趣。考察队还将会见阿尔泰关键生态和民族文化地区的两个村庄（Ongudai和Kosh-Agach）的社区成员。密歇根州立大学的主要研究人员是迈克尔·布罗迪（教育学）、克里夫·蒙塔尼（生态学）和约翰·费舍尔（考古学）。研讨会的协调人是Natalia Yurkova（教育与国际项目）。此外，来自新罕布什尔大学（UNH）的Eleanor Abrams（教育）代表与阿尔泰土著人民一起进行以学校为基础的科学学习，她将参加研讨会。这些讲习班将讨论生态背景下的非正式科学学习，并将重点放在文化和多样性问题上，因为它们与不同生态和社会系统中的土著人口有关。在阿尔泰共和国的Ongudaisky地区和Kosh-Agachsky地区的两个独立的一天半的讲习班将重点关注土著人民？对非正式学习环境的理解、价值观、兴趣和关注，以及这些将如何影响我们未来的研究和教育活动。这些研讨会极大地促进了我们对非正式环境中科学学习的新理解。它们在三个维度上阐述了生态学习的独特概念；个人、社区和文化视角。以学校为基础的观点融合了我们对这些独特环境中正式和非正式科学学习的理解。这种合作提供了科学学习的整体观点，并将在独特的生态和社会系统中联合各种智力资源和研究努力。这项工作有望扩展我们对与关键自然和文化资源及其管理相关的科学学习的理解。了解学习发生的方式、原因和地点将有助于扩展美国和国际上与非正式和正式科学学习、自然和文化资源管理以及社会和生态可持续性相关的研究和教育议程。