Research on American Indian Science Education

美洲印第安人科学教育研究

• 批准号: 1249423
• 负责人: Sievert Regina
• 金额: $ 33.32万
• 依托单位: Salish Kootenai College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1249423&HistoricalAwards=false
• 关键词: Research; American; Indian; Science; Education

The Research on American Indian Science Education (RAISE) project is an empirical research study whose overarching objective is to investigate the efficacy of culturally congruent instruction (CCI) for improving American Indian college students? science achievement. American Indians as a group are currently underachieving on nearly every metric of science achievement, from standardized tests, to high school and college graduation rates, to entry into science related professions. A small but growing number of studies is providing preliminary evidence of the efficacy of CCI in improving Indigenous students' achievement in math and science, but additional and rigorously designed empirical studies like RAISE are necessary in order to further elucidate the nature of the relationship between CCI and student outcomes.A recent product stemming from research in CCI is the Culturally Congruent Instruction Survey (CCIS). Designed and validated by tribal elders, teachers, and faculty working with pre college students from three American Indian reservations in Montana, the survey operationalizes the nature of CCI for five Montana tribal cultures by outlining the specifics of CCI in three main categories - science content, pedagogy and instructional environment. The study described here tests the efficacy of CCI by systematically infusing specific elements of CCI, as found on the CCIS, into select college science courses, and investigating their effects on student outcomes. The study employs a mixed methods quasi experimental design, comparing pre and post treatment data such as course completion rates, course grades, quality of student work samples, student attitude surveys and focus group responses, graduation rates and entry into science professions. Course content, instruction and environment are thoroughly documented through classroom instruction observations, course syllabi and outlines, and interviews with course instructors. Multiple regression analyses are used to identify correlations between specific CCI course elements and student outcomes data, with additional analyses conducted to further characterize these relationships, such as interactions between variables.Broader ImpactsThe RAISE project, by providing evidence of the nature of CCI and its efficacy for improving American Indian students' achievement in college science, holds potential for broad impacts. Application of the findings from the study to transform the SKC science curriculum and instruction will translate into higher levels of science achievement and greater numbers of students pursuing science related professions. The active engagement of SKC science faculty in the study will improve their understanding of education research and of effective science instruction, thus contributing to their professional development both as science educators and researchers. The dissemination of the study?s findings through publications and presentations to a broad audience of STEM faculty and education researchers expands its potential nationally and globally for improving college STEM instruction and student achievement. The increased number of STEM graduates will help ameliorate the shortage of STEM professionals in the United States.

美国印第安人科学教育研究 (RAISE) 项目是一项实证研究，其总体目标是调查文化一致性教学 (CCI) 对提高美国印第安人大学生的有效性？科学成就。美国印第安人作为一个群体目前在几乎所有科学成就指标上都表现不佳，从标准化考试到高中和大学毕业率，再到进入科学相关职业。少数但越来越多的研究提供了 CCI 在提高原住民学生数学和科学成绩方面的有效性的初步证据，但为了进一步阐明 CCI 与学生成绩之间关系的性质，需要额外的、严格设计的实证研究（如 RAISE）。 CCI 研究的最新产品是文化一致性教学调查 (CCIS)。该调查由来自蒙大拿州三个美洲印第安人保留地的部落长者、教师和教员与学前学生一起设计和验证，通过概述 CCI 在三个主要类别（科学内容、教学法和教学环境）的具体情况，将 CCI 的性质应用于蒙大拿州的五个部落文化。本文描述的研究通过将 CCIS 中发现的 CCI 特定元素系统地融入到选定的大学科学课程中，并调查它们对学生成绩的影响，来测试 CCI 的有效性。该研究采用混合方法准实验设计，比较治疗前和治疗后的数据，如课程完成率、课程成绩、学生作业样本的质量、学生态度调查和焦点小组反应、毕业率和进入科学职业的情况。通过课堂教学观察、课程大纲和大纲以及课程讲师的访谈，完整记录了课程内容、教学和环境。多元回归分析用于确定特定 CCI 课程要素和学生成绩数据之间的相关性，并进行其他分析以进一步表征这些关系，例如变量之间的相互作用。 更广泛的影响 RAISE 项目通过提供 CCI 性质及其提高美国印第安人学生大学科学成绩的功效的证据，具有产生广泛影响的潜力。应用研究结果来改变 SKC 科学课程和教学将转化为更高水平的科学成就和更多的学生追求科学相关职业。 SKC 科学教师积极参与这项研究将提高他们对教育研究和有效科学指导的理解，从而有助于他们作为科学教育者和研究人员的专业发展。通过出版物和演示向广大 STEM 教师和教育研究人员传播该研究结果，扩大了其在全国和全球范围内改善大学 STEM 教学和学生成绩的潜力。 STEM毕业生数量的增加将有助于缓解美国STEM专业人员的短缺。