Guardians of the Living Water: Advancing STEM Learning in Informal Settings Across Apsaalooke Communities in the Western United States
活水守护者:在美国西部 Apsaalooke 社区的非正式环境中推进 STEM 学习
基本信息
- 批准号:2006031
- 负责人:
- 金额:$ 99.94万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Continuing Grant
- 财政年份:2020
- 资助国家:美国
- 起止时间:2020-09-01 至 2024-08-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The Apsáalooke (Crow Indian) Nation in Montana, as well as other Indigenous communities across the United States, disproportionally experience negative consequences from water-related environmental hazards, such as contaminated water. In this project, fifth- and sixth-grade Apsáalooke youth will act as change agents through investigating water issues in their communities and presenting findings to their communities. They will conduct this water-related research in the context of an informal summer program designed to integrate Indigenous and Western perspectives on science. For example, youth will learn the cultural significance of water sites while also practicing methods for collecting and analyzing data relative to those sites, guided by Apsáalooke elders and science professionals. During the summer program, Indigenous high school students and tribal college students will mentor the youth. To develop this program, the project team will conduct interviews with elders and Apsáalooke community members in scientific fields to determine the desired features of a program that integrates Indigenous and Western science. They will use the findings from these interviews to develop a multimedia toolkit, which includes a set of comprehensive materials that will enable other researchers and informal educators to implement similar programs. This toolkit will include information about water science and water quality, lesson plans and related resources for the summer program, professional development materials to prepare the high school youth to act as mentors, handouts for family members to facilitate at-home engagement with their children, and more. The project team will research how the implementation of the toolkit influences the participants’ water-related knowledge and attitudes toward science. The toolkit, and the associated empirical findings, will be disseminated widely through local, regional, and national professional networks that serve American Indians. Montana State University, in partnership with Little Big Horn College, will implement and research an informal summer program for Apsáalooke youth in the fifth and sixth grades, as well as a mentorship program for Indigenous high school students and tribal college students. The older students will participate in a four-week internship program in which they learn about conducting water research and facilitating science activities that foreground Apsáalooke perspectives and cultural practices. The high school and tribal college students will partner with Apsáalooke elders and science professionals to facilitate and implement a two-week summer program for the fifth- and sixth-grade youth. This program will use the toolkit materials that were previously developed in consultation with elders and other community stakeholders. Regression analyses of validated pre- and post-surveys, as well as inductive analyses of interviews with stakeholders, will be used to study how the mentoring program affects the high school and tribal college students’ attitudes toward science and career interests, and how the summer program affects the fifth- and sixth-graders’ water-related knowledge. The research team will also study how youth participation in the program affects their family and community members’ water-related knowledge. This project will result in a multimedia toolkit, freely available to the public and widely disseminated through professional networks, which specifies how other informal educators and researchers can implement similar mentorship programs and summer programs for Indigenous youth. Ultimately, this project will broaden participation through resulting in empirically-tested materials that advance practice in informal education for Indigenous youth and their communities. This project is funded by the Advanced Informal STEM Learning (AISL) program. As part of its overall strategy to enhance learning in informal environments, the AISL program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM (science, technology, engineering, and mathematics) learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.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.
蒙大拿州的Apsáalooke(克罗印第安人)民族,以及美国各地的其他土著社区,不成比例地遭受与水有关的环境危害的负面后果,例如水污染。在这个项目中,五年级和六年级的Apsáalooke青年将通过调查他们社区的水问题并向他们的社区介绍调查结果,作为变革推动者。他们将在一个非正式的夏季项目中进行这项与水有关的研究,该项目旨在整合土著和西方的科学观点。例如,青年将学习水源地的文化意义,同时在Apsáalooke长老和科学专业人员的指导下练习收集和分析与这些水源地有关的数据的方法。在夏季项目中,土著高中生和部落大学生将指导这些年轻人。为了开发这个项目,项目团队将与科学领域的长者和Apsáalooke社区成员进行访谈,以确定一个整合土著和西方科学的项目的理想特征。他们将利用这些访谈的结果开发一个多媒体工具包,其中包括一套全面的材料,使其他研究人员和非正式教育工作者能够实施类似的计划。该工具包将包括有关水科学和水质的信息、夏季项目的课程计划和相关资源、为高中生充当导师准备的专业发展材料、为家庭成员提供的讲义,以促进家庭成员与孩子的互动等等。项目团队将研究工具包的实施如何影响参与者与水有关的知识和对科学的态度。该工具包和相关的实证研究结果将通过为美洲印第安人服务的地方、区域和国家专业网络广泛传播。蒙大拿州立大学将与小比格霍恩学院合作,为Apsáalooke五年级和六年级的青少年实施和研究一个非正式的暑期项目,并为土著高中生和部落大学生实施一个指导项目。年龄较大的学生将参加为期四周的实习计划,在此期间,他们将学习如何进行水研究和促进科学活动,这些活动将展望Apsáalooke的观点和文化实践。高中和部落大学的学生将与Apsáalooke长老和科学专家合作,为五年级和六年级的青少年促进和实施一个为期两周的暑期项目。该项目将使用工具包材料,这些材料是在与老年人和其他社区利益相关者协商后编写的。本研究将运用回归分析及利益相关者访谈的归纳分析,研究师徒计划如何影响高中与部落大学生的科学态度与职业兴趣,以及暑期计划如何影响五年级与六年级学生的水相关知识。研究小组还将研究青年参与该计划如何影响其家庭和社区成员的水相关知识。该项目将产生一个多媒体工具包,免费提供给公众,并通过专业网络广泛传播,该工具包详细说明了其他非正式教育工作者和研究人员如何为土著青年实施类似的指导计划和暑期计划。最终,该项目将通过产生经过经验检验的材料,促进土著青年及其社区的非正式教育实践,从而扩大参与。该项目由高级非正式STEM学习(AISL)计划资助。作为其加强非正式环境学习的总体战略的一部分,AISL计划旨在推进非正式环境中STEM(科学、技术、工程和数学)学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径,扩大STEM学习经验的获取和参与,推进非正式环境中STEM学习的创新研究和评估,以及发展参与者对深度学习的理解。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。
项目成果
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