Geo-literacy Education in Micronesia

作为在非正式环境中加强学习的总体战略的一部分，推进非正式STEM学习(AISL)计划为各种环境中使用的研究和创新资源提供资金。在该项目中，密克罗尼西亚地理扫盲教育的主要目标是通过太平洋岛屿社区的非正式STEM学习小组(ISLT)模式，展示有效的代际非正式学习和发展地理扫盲的潜力。这将通过一套六个非正式学习单元来实现，其中融合了当地/土著方法、西方STEM知识体系和积极学习。该项目将在帕劳共和国、密克罗尼西亚联邦--包括丘克州、科斯雷州、波恩佩州和雅普州--以及马绍尔群岛共和国的12个选定社区实施。这些实体统称为自由联系国。地理识字是指将当地知识和西方STEM知识结合起来，将世界作为一套相互关联的、动态的物理、生物和社会系统来综合理解，并利用这种综合知识做出明智的决定。应用包括自然资源管理、保护和减少灾害风险。该项目将：(1)证明招募和开发综合地理扫盲模式是使社区参与地理扫盲活动的一种有效方法；(2)增加综合扫盲方案参与者的地理扫盲知识和宣传技能；(3)制作和传播地理扫盲教育材料和资源(例如，基于地点的教学指南、地理空间数据系统、教育应用程序、2-D和3-D模型以及数字地图)；(4)提供证据表明，FAS居民利用这些地理扫盲教育材料和资源积极影响决策。

As a part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds research and innovative resources for use in a variety of settings. In this project, the primary goal of Geo-literacy Education in Micronesia is to demonstrate the potential for effective intergenerational, informal learning and development of geo-literacy through an Informal STEM Learning Team (ISLT) model for Pacific island communities. This will be accomplished by means of a suite of six informal learning modules that blend local/Indigenous approaches, Western STEM knowledge systems, and active learning. This project will be implemented across 12 select communities in the Republic of Palau, the Federated States of Micronesia - which consists of the four States of Chuuk, Kosrae, Pohnpei, and Yap - and the Republic of the Marshall Islands. Jointly, these entities are referred to as the Freely Associated States (FAS). Geo-literacy refers to combining both local knowledge and Western STEM into a synthesized understanding of the world as a set of interconnected, dynamic physical, biological, and social systems, and using this integrated knowledge to make informed decisions. Applications include natural resource management, conservation, and disaster risk reduction. The project will: (1) demonstrate that the recruitment and development of an ISLT model is an effective method of engaging communities in geo-literacy activities; (2) increase geo-literacy knowledge and advocacy skills of ISLT participants; (3) produce and disseminate geo-literacy educational materials and resources (e.g., place-based teaching guides, geospatial data systems, educational apps, 2-D and 3-D models, and digital maps); and (4) provide evidence that FAS residents use these geo-literacy educational materials and resources to positively influence decision-making.