Collaborative Research: Voices to Hear (V2H): Native American Youth Learning About Environmental Sciences, Related Careers and Engaging Their Communities through Podcasts

合作研究：听到的声音 (V2H)：美国原住民青年了解环境科学、相关职业并通过播客参与社区活动

• 批准号: 1759355
• 负责人: Sameer Honwad
• 金额: $ 47.33万
• 依托单位: University of New Hampshire
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-05-01 至 2019-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1759355&HistoricalAwards=false
• 关键词: Collaborative; Research; Voices; Hear; V2H

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). Voices to Hear (V2H) will use the oral tradition of storytelling to empower Native American students (middle school, high school and college) to engage in environmental decision-making and scientific communication, while building a stronger sense of their ethnic identity. The Coeur d'Alene Tribe (CdAT), University of Idaho, and University of New Hampshire research alliance will recruit and work with middle school, high school, and undergraduate students from the CdAT Reservation in Idaho and other Tribal youth who attend University of Idaho, to develop high-quality audio documentaries focused on environmental decision-making processes. The production of a three- or five-minute high- quality audio documentary/podcast is a multilayered, labor-intensive process that emphasizes scientific inquiry, patience, and perseverance, ultimately requiring observation, data collection, analysis, and building a summary or conclusion. While podcasts resonate strongly with the oral storytelling traditions of native American youth, they also provide a mechanism for conducting scientific inquiry. The project focuses on students learning about how to merge different knowledge systems (Western- mainstream/dominant science perspective, and Indigenous traditional knowledge) in order to become effective environmental decision-makers in the future. By investigating how community members resolve local environmental problems, students will be mentored by traditional and professional experts, and learn to utilize both STEM and cultural perspectives to solve environmental issues. The project will develop and implement a unique, vertically integrated mentoring model where Native undergraduate students will be trained to mentor high school and middle school students, thereby helping middle school and high school students learn about pathways to college and other careers. The V2H project will examine how people from Native American communities negotiate their Indigenous knowledge sources with Western science to make decisions in their everyday lives. The project grounds itself in research on how student's ethnic identity impacts their science learning and also decision-making capacity in their everyday life. Project research will employ a mixed-methods design. The project will address several research questions: (1) What complex systems thinking attributes do students demonstrate? (2) How do students merge or negotiate different knowledge systems (Indigenous and Western)? (3) How do the students ethnic identity change through both audio documentary making and mentoring? (4) What aspects of complex thinking and integrating knowledge systems improve students attitudes toward traditional and non-traditional STEM topics? Both quantitative and qualitative data will be collected and parallel data analysis will be implemented through the life of the project. In order to understand what complex thinking attributes students demonstrate, the project will employ a pre- and post- modeling activity, using Mental Modeler, software that allows individuals to define components of a system and show the interconnectedness between the components of that system. Project research and resources will be widely shared with educational researchers, educators, and Tribal communities.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将推进“面向学生和教师的创新技术体验”（ITEST）项目的工作，以更好地理解和促进提高学生在科学、技术、工程或数学（STEM）领域追求职业的动机和能力的实践。“倾听的声音”（V2H）将利用口头讲故事的传统，让美国土著学生（初中、高中和大学）参与环境决策和科学交流，同时建立更强的民族认同感。Coeur d'Alene部落（CdAT）、爱达荷大学和新罕布什尔大学研究联盟将招募来自爱达荷州CdAT保留区的中学生、高中生和本科生，以及就读于爱达荷大学的其他部落青年，并与他们合作，开发高质量的音频纪录片，重点关注环境决策过程。制作一个三到五分钟的高质量音频纪录片/播客是一个多层次的、劳动密集型的过程，强调科学探究、耐心和毅力，最终需要观察、数据收集、分析和建立总结或结论。虽然播客与美国土著青年口头讲故事的传统产生了强烈的共鸣，但它们也提供了一种进行科学探究的机制。该项目的重点是让学生学习如何融合不同的知识体系（西方主流/主导科学观点，以及土著传统知识），以便在未来成为有效的环境决策者。通过调查社区成员如何解决当地环境问题，学生将得到传统和专业专家的指导，并学习利用STEM和文化视角来解决环境问题。该项目将开发并实施一种独特的、垂直整合的指导模式，在这种模式下，本土本科生将接受培训，指导高中生和初中生，从而帮助初中生和高中生了解通往大学和其他职业的途径。V2H项目将研究美国土著社区的人们如何将他们的土著知识来源与西方科学进行协商，从而在日常生活中做出决定。该项目基于研究学生的种族认同如何影响他们在日常生活中的科学学习和决策能力。项目研究将采用混合方法设计。该项目将解决几个研究问题：(1)学生表现出什么样的复杂系统思维属性？(2)学生如何融合或协调不同的知识体系（本土和西方）？(3)通过音频纪录片的制作和辅导，学生的民族认同是如何改变的？(4)复杂思维和整合知识系统的哪些方面改善了学生对传统和非传统STEM主题的态度？将收集定量和定性数据，并在项目的整个生命周期内实施并行数据分析。为了理解学生展示的复杂思维属性，该项目将使用Mental Modeler（一种允许个人定义系统组件并显示该系统组件之间相互联系的软件）进行前期和后期建模活动。项目研究和资源将与教育研究人员、教育工作者和部落社区广泛共享。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。