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改善美洲原住民学生的科学身份，这些技术可以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和遥感为中心的教育活动方案，吸引来自爱达荷州内兹珀斯保留地农村地区的90名低收入的美国土著高中学生参加。学生将接受无人机使用培训，重点是部落生态系统的遥感，以及科学传播和领导力，作为爱达荷州大学（麦考尔）户外科学学校校园沉浸式住宅暑期课程的一部分，位于祖先内兹珀斯部落土地。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，客座演讲和通过视频会议提供的其他指导。学生将参加实践遥感和生态系统的测绘活动，这些活动是其文化的组成部分，如河岸生态系统（支持传统和当前的部落渔业）和森林生态系统。每个学年将最终在一个大规模的测绘项目，将选择和设计，根据学生和内兹珀斯社区成员的投入。 该项目将调查两个中心的研究假设：科学身份是增加在美洲原住民学生，当他们从事基于技术的项目，直接关系到他们的社区/文化利益，并通过STEM教育的学生的兴趣和成就是持续当社区参与是中央的方法。该项目将收集与科学身份理论的三个结构相关的数据：能力，绩效和认可。方法将包括项目前和项目后调查，STEM概念评估，反思性日志，半结构化访谈，焦点小组，观察和纵向数据收集。数据生成将集中在科学身份理论的三个结构：能力，绩效和认可。通过这项工作，我们将有助于建立一个文化相关的科学身份模型，扩大和加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）计划资助，该计划支持建立对最佳实践，计划要素，背景和过程的理解的项目，有助于让学生参与学习和培养对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.