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Science, Technology, Engineering and Mathematics Teaching in Rural Areas using Cultural Knowledge Systems

利用文化知识系统进行农村科学、技术、工程和数学教学

基本信息

批准号：
1812888
负责人：
Lynda McGilvary
金额：
$ 77.6万
依托单位：
University of Alaska Fairbanks Campus
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：
2018-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1812888&HistoricalAwards=false
关键词：
Science Technology Engineering Mathematics Teaching

项目摘要

The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.The Cultural Connections Process Model (CCPM) will formalize, implement, and test a process model for community-engaged educational resource development for Indigenous populations. The project will collaborate with Indigenous communities to create educational resources serving Inupiaq middle school students and their teachers. Research activities take place in Northwest Alaska. Senior personnel will travel to rural communities to collaborate with and support participants. The visits demonstrate University of Alaska Fairbanks's commitment to support pathways toward STEM careers, community engagement in research, science teacher recruitment and preparation, and STEM career awareness for Indigenous and rural pre-college students. Pre-service teachers who access to the resources and findings from this project will be better prepared to teach STEM to Native students and other minorities and may be more willing to continue careers as science educators teaching in settings with Indigenous students. The project will contribute to a greater understanding of effective natural science teaching and science career recruitment of minority students. The project's participants and the pre-college students they teach will be part of the pipeline into science careers for underrepresented Native students in Arctic communities. The project will build on partnerships outside of Alaska serving other Indigenous populations and will expand outreach associated with NSF's polar science investments. CCPM will build on cultural knowledge systems and NSF polar research investments to address science themes relevant to Inupiat people, who have inhabited the region for thousands of years. An Inupiaq scholar will conduct project research and guide collaboration between Indigenous participants and science researchers using the Inupiaq research methodology known as Katimarugut (meaning "we are meeting"). The project research and development will engage 450 students in grades 6-8 and serves 450 students (92% Indigenous) and 11 teachers in the remote Arctic. There are two broad research hypotheses. The first is that the project will build knowledge concerning STEM research practices by accessing STEM understandings and methodologies embedded in Indigenous knowledge systems; engaging Indigenous communities in project development of curricular resources; and bringing Arctic science research aligned with Indigenous priorities into underserved classrooms. The second is that classroom implementation of resources developed using the CCPM will improve student attitudes toward and engagement with STEM and increase their understandings of place-based science concepts. Findings from development and testing will form the basis for further development, broader implementation and deeper research to inform policy and practice on STEM education for underrepresented minorities and on rural education.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.

探索研究PREK-12计划(DRK-12)旨在通过研究和开发创新资源、模型和工具，显著提高Pre-K-12学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议的项目提供了理论和经验证明。文化联系过程模型(CCPM)将正式、实施和测试土著居民社区参与的教育资源开发的过程模型。该项目将与土著社区合作，为因努皮亚克中学生及其教师创建教育资源。研究活动在阿拉斯加西北部进行。高级人员将前往农村社区，与与会者合作并为其提供支持。这些访问表明，阿拉斯加大学费尔班克斯大学致力于支持STEM职业道路、社区参与研究、科学教师招聘和准备，以及土著和农村大学预科学生的STEM职业意识。获得这一项目的资源和结果的职前教师将更好地准备向土著学生和其他少数群体教授STEM，并可能更愿意继续从事科学教育工作者的职业，与土著学生一起教学。该项目将有助于更好地了解有效的自然科学教学和招收少数民族学生的科学事业。该项目的参与者和他们教授的大学预科学生将成为北极社区中代表性不足的土著学生进入科学职业生涯的管道的一部分。该项目将建立在阿拉斯加以外的伙伴关系基础上，服务于其他土著居民，并将扩大与NSF极地科学投资相关的外联活动。CCPM将建立在文化知识体系和NSF极地研究投资的基础上，以解决与居住在该地区数千年的因努皮特人有关的科学主题。一名Inupiaq学者将开展项目研究，并使用称为Katimarugut(意为“我们正在会面”)的Inupiaq研究方法指导土著参与者和科学研究人员之间的合作。该项目的研究和开发将吸引450名6-8年级的学生，并为偏远北极地区的450名学生(92%为土著)和11名教师提供服务。这里有两个广泛的研究假设。首先，该项目将通过以下方式建立关于STEM研究实践的知识：获取嵌入土著知识体系的STEM理解和方法；让土著社区参与课程资源的项目开发；将与土著优先事项相一致的北极科学研究带入服务不足的课堂。第二，在课堂上使用CCPM开发的资源将改善学生对STEM的态度和参与，并增加他们对基于地点的科学概念的理解。开发和测试的结果将成为进一步发展、更广泛的实施和更深入的研究的基础，为针对代表性不足的少数民族的STEM教育和农村教育的政策和实践提供信息。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。