IRES: Informal Science Learning in Ecological Contexts: Science Learning and Native Language Use in Contrasting North American and Mongolian Mountain Systems

IRES：生态环境中的非正式科学学习：对比北美和蒙古山地系统的科学学习和母语使用

• 批准号: 1261160
• 负责人: Kristin Ruppel
• 金额: $ 24.74万
• 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: 2013
• 资助国家: 美国
• 起止时间: 2013-05-01 至 2018-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1261160&HistoricalAwards=false
• 关键词: IRES; Informal; Science; Learning; Ecological

Technical part.This is a collaborative research project between Montana State University (MSU), Bozeman, USA and Gorno-Altaisk State University (GASU), Altai Republic, Russian Federation. In this NSF International Research Experiences for Students project MSU students will travel to the Altai Republic and work with faculty and students at Gorno-Altaisk University to conduct research related to native language use in learning ecological sciences in informal settings. Student researchers will conduct individual studies related to the project theme of science learning in ecological contexts. This project will help students learn how to conduct educational research related to the ecological learning experiences of indigenous youth (ages12-16) and the use and influence of native language in learning about environment. This research directly addresses the results of our prior NSF supported work that identified shared issues of indigenous people, natural resources and the decline of native language use among underserved populations in the Altai and Yellowstone systems. This project contributes significantly to our emerging understanding of science learning in informal settings. It addresses a unique conception of ecological learning in three dimensions; personal, community and cultural perspectives. Research and education objectives align with modern conceptualizations of informal science learning as proposed by the National Academies of Science (2009). The MSU-GASU collaboration provides a holistic view of science learning and will unite diverse intellectual resources and research efforts in unique ecological and social systems. Both the Yellowstone and Altai mountain systems are of global concern as part of worldwide natural and cultural resources impacted by pervasive development, recreation and tourism activities and climate change. The underlying theoretical foundation for learning proposed in this research project is the basis for effective approaches to enable isolated rural populations to contribute traditional knowledge and wisdom to contemporary issues related to world-wide ecological and cultural issues including global climate change. Aspects of sustainability practices that are embedded in the knowledge and social processes of both marginalized and dominant societies will be better understood and taken into consideration for future research and education activities. Research outcomes will contribute to more effective informal, place-based and experiential science learning to help empower communities and decision makers in meeting challenges of sustainability. Inevitably, we expect this work 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 science learning, natural and cultural resource management and sustainability.Non-technical part.This is a collaborative research project between Montana State University (MSU), Bozeman, USA and Gorno-Altaisk State University (GASU), Altai Republic, Russian Federation. In this NSF International Research Experiences for Students project MSU students will travel to the Altai Republic and work with faculty and students at Gorno-Altaisk University to conduct research related to native language use in learning ecological sciences in informal settings. Student researchers will conduct individual studies related to the project theme of science learning in ecological contexts. This project we will help students learn how to conduct educational research related to the ecological learning experiences of indigenous youth (ages12-16) and the use and influence of native language in learning about environment. Three cohorts of five MSU students will travel to the Altai Republic for eight weeks in the summers of 2013, 2014 & 2015. MSU students will comprise a research team with GASU science, education and language faculty to conduct research in the city of Gorno-Altaisk, two medium size villages such as Onguday and two small villages such as Karakol. We expect to work with youth in each setting and interview a representative sample at each site. As a research team we expect to gain a better understanding of how indigenous youth use native Altai language in informal settings to learn about environment. We expect to compare sights within the study. As part of our larger research interests in ecological learning and native people, we will conduct a similar comparative study in the Yellowstone Ecosystem with Native American youth. The studies associated with this project will add to our understanding about the extent and nature of native language use to learn science in underserved populations in very sensitive and unique ecological and cultural settings.

技术部分。这是美国博兹曼蒙大拿州立大学 (MSU) 和俄罗斯联邦阿尔泰共和国戈尔诺-阿尔泰斯克州立大学 (GASU) 之间的合作研究项目。在这个 NSF 国际学生研究体验项目中，密歇根州立大学的学生将前往阿尔泰共和国，与戈尔诺-阿尔泰斯克大学的教职员工和学生合作，开展与在非正式环境中学习生态科学时使用母语相关的研究。 学生研究人员将进行与生态背景下的科学学习项目主题相关的个人研究。 该项目将帮助学生学习如何进行与原住民青少年（12-16岁）的生态学习经历以及母语在了解环境中的使用和影响相关的教育研究。 这项研究直接涉及我们之前 NSF 支持的工作的结果，该工作确定了阿尔泰和黄石系统中土著人民、自然资源以及服务不足的人群中母语使用率下降的共同问题。 该项目极大地促进了我们对非正式环境中科学学习的理解。它从三个维度阐述了生态学习的独特概念；个人、社区和文化观点。研究和教育目标与美国国家科学院（2009）提出的非正式科学学习的现代概念相一致。 密歇根州立大学-佐治亚州立大学的合作提供了科学学习的整体视角，并将在独特的生态和社会系统中整合不同的智力资源和研究成果。 黄石山和阿尔泰山系统作为全球自然和文化资源的一部分，受到普遍开发、娱乐和旅游活动以及气候变化的影响，受到全球关注。本研究项目提出的学习的基本理论基础是有效方法的基础，使偏僻的农村人口能够为与全球生态和文化问题（包括全球气候变化）相关的当代问题贡献传统知识和智慧。边缘化社会和主流社会的知识和社会进程中所包含的可持续发展实践的各个方面将得到更好的理解，并在未来的研究和教育活动中得到考虑。研究成果将有助于更有效的非正式、实地和体验式科学学习，帮助社区和决策者应对可持续发展的挑战。不可避免的是，我们希望这项工作能够扩展我们对与重要自然和文化资源及其管理相关的科学学习的理解。了解学习的方式、原因和地点将有助于扩展与非正式科学学习、自然和文化资源管理以及可持续性相关的美国和国际研究和教育议程。非技术部分。这是美国博兹曼蒙大拿州立大学 (MSU) 和俄罗斯联邦阿尔泰共和国戈尔诺-阿尔泰斯克州立大学 (GASU) 之间的合作研究项目。在这个 NSF 国际学生研究体验项目中，密歇根州立大学的学生将前往阿尔泰共和国，与戈尔诺-阿尔泰斯克大学的教职员工和学生合作，开展与在非正式环境中学习生态科学时使用母语相关的研究。 学生研究人员将进行与生态背景下的科学学习项目主题相关的个人研究。 这个项目我们将帮助学生学习如何进行与原住民青少年（12-16岁）的生态学习经历以及母语在学习环境中的使用和影响相关的教育研究。 三批五名密歇根州立大学学生将在 2013 年、2014 年和 2015 年夏季前往阿尔泰共和国进行为期八周的旅行。密歇根州立大学学生将与 GASU 科学、教育和语言教师组成一个研究小组，在戈尔诺-阿尔泰斯克市、两个中等规模的村庄（如 Onguday）和两个小村庄（如卡拉科尔）进行研究。 我们希望与每个环境中的年轻人合作​​，并在每个地点采访具有代表性的样本。 作为一个研究团队，我们希望更好地了解土著青年如何在非正式场合使用阿尔泰语来了解环境。 我们希望在研究中比较景点。 作为我们对生态学习和原住民更大研究兴趣的一部分，我们将在黄石生态系统中与美国原住民青年进行类似的比较研究。与该项目相关的研究将加深我们对在非常敏感和独特的生态和文化环境中服务不足的人群使用母语学习科学的程度和性质的理解。