Strategies Project-Back to the Earth

爱达荷州大学计划邀请90名4-6年级的学生和6名教师参加邻近的两个印第安人保留地的科学、技术、工程和数学(STEM)学习，通过注重部落共享的大型分水岭的基于文化和内容丰富的经验和活动。该项目将为Coeur d‘Alene保留地提供暑期和课后计划。学生将创建一个“虚拟分水岭”，这是一个由互动地图组成的基于网络的网站，它将提供具有社会、文化和科学意义的地理空间位置。该提案的核心是两个指导框架，批判性地点教育学和探险学习。这些已建立的框架为方案活动和评估提供了良好的基础。《地方批判性教育学》与该项目中的美洲原住民学生相关。探险学习是一种基于探究的方法，非常适合STEM教育。该项目旨在加强对STEM内容的理解，改善对STEM职业的态度，并帮助建立社区合作伙伴关系。使用当前技术的基于设计的STEM教学方法将被用来让学生亲身体验STEM专业人员的世界。将创建一个探险学习环境，允许两个部落地点的学生通过实时上传数据、故事、学习经验和想法来分享他们的经验。

The University of Idaho proposes to engage 90 students in grades 4-6 and six teachers on two neighboring Indian Reservations in science, technology, engineering, and mathematics (STEM) learning through culturally-based and content rich experiences and activities focusing on the large watershed shared by the tribes. The project will deliver a summer and after-school programs for the Coeur d'Alene Reservation. Students will create a "virtual watershed", a web-based site comprised of an interactive map, which will provide geospatial locations of social, cultural, and scientific significance. The proposal is centered on two guiding frameworks, Critical Pedagogy of Place and Adventure Learning. These established frameworks provide a sound foundation for program activities and evaluation. Critical Pedagogy of Place is relevant to the Native American Students in the program. Adventure Learning, with an inquiry-based approach, is well-suited to STEM education. The evaluation is both formative and summative.The project aims to enhance STEM content understanding, improve attitudes toward STEM careers, and assist in building community partnerships. A design-based approach to STEM instruction using current technology will be used to give students a hands-on culturally based foray into the world of STEM professionals. An Adventure Learning environment will be created allowing students at both tribal locations to share their experiences by uploading data, stories, learning experiences, and thoughts, in real time.