Building STEM Identity and Career Interests in Native American Students By Using Unmanned Aerial Vehicle (UAV) and Remote Sensing Technologies

该项目旨在开发、实施和评估一种教育模式，旨在通过与文化相关的技术使用来提高美洲原住民学生的科学身份，从而直接改善他们社区的福祉。该项目将通过一个以使用无人驾驶飞行器（uav）和遥感为中心的教育活动项目，吸引来自爱达荷州内兹珀斯（Nez Perce）农村地区的90名低收入美国原住民高中学生参与。学生们将接受无人机使用的培训，重点是部落生态系统的遥感，以及科学传播和领导能力，这是爱达荷大学（麦考尔）户外科学学校校园沉浸式住宿暑期课程的一部分，该校园位于祖传的内兹珀斯部落土地上。在学年期间，学生将参加以无人机和遥感技术为重点的学习活动，包括虚拟实地考察，嘉宾演讲和其他通过视频会议提供的指导。学生们将参与与他们的文化息息相关的生态系统的遥感和测绘活动，如河岸生态系统（支持传统和现在的部落渔业）和森林生态系统。每个学年都将以大规模的地图绘制项目结束，该项目将根据学生和内兹珀斯社区成员的意见进行选择和设计。该项目将调查两个核心研究假设：当美国原住民学生参与与他们的社区/文化兴趣直接相关的技术项目时，他们的科学认同会增加；当社区参与是STEM教育的核心时，学生对STEM教育的兴趣和成就会持续下去。该项目将收集有关科学认同理论的三个结构的数据：能力，绩效和认可。方法将包括计划前和计划后的调查、STEM概念的评估、反思日志、半结构化访谈、焦点小组、观察和纵向数据收集。数据生成将集中于科学认同理论的三个结构：能力、绩效和认知。通过这项工作，我们将有助于建立一个文化联系的科学身份模型，扩展和增强对科学身份的现有理解。该项目由学生和教师创新技术体验（ITEST）项目资助，该项目支持建立对最佳实践、项目要素、背景和流程的理解，有助于吸引学生学习和培养对STEM、信息和通信技术（ICT）、计算机科学以及相关STEM内容和职业的兴趣。

The project is designed to develop, implement and assess an educational model intended to improve Native American student science identity through culturally relevant use of technology that can directly improve the well being of their communities. The project will engage 90 low-income, high school Native American students from the rural Nez Perce Reservation in Idaho through a program of educational activities centered on the use of unmanned aerial vehicles (UAVs) and remote sensing. The students will be trained in UAV use focused on remote sensing of Tribal ecosystems, as well as in science communication and leadership, as part of an enhanced curriculum during an immersive residential summer program at the University of Idaho (McCall) Outdoor Science School campus, located on ancestral Nez Perce Tribal lands. During the academic year, the students at will take part in learning activities focused upon UAV and remote sensing technologies, including virtual field trips, guest speakers, and other instruction delivered via videoconference. Students will take part in hands-on remote sensing and mapping activities of ecosystems that are integral to their culture such as riparian ecosystems (which support traditional and current Tribal fisheries) and forest ecosystems. Each school year will culminate in a large-scale mapping project that will be chosen and designed, based on student and Nez Perce community member input. The project will investigate two central research hypotheses: that science identity is increased in Native American students when they engage in technology-based projects that directly relate to their community/cultural interests, and that interest and achievement by students in STEM education is sustained when community involvement is central to the approach. The project will collect data related to three constructs of science identity theory: competence, performance and recognition. Methods will include pre- and post-program surveys, assessment of STEM concepts, reflective journaling, semi-structured interviews, focus groups, observations, and longitudinal data collection. Data generation will focus on the three constructs of science identity theory: competence, performance and recognition. Through this work, we will contribute to a model of culturally-connected science identity that expands and enhances existing understanding about science identity. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program that supports projects that build understandings of best practices, program elements, contexts and processes contributing to engaging students in learning and developing interest in STEM, information and communications technology (ICT), computer science, and related STEM content and careers.