Precipitating Change in Alaskan and Hawaiian Schools: Modeling Mitigation of Coastal Erosion

阿拉斯加和夏威夷学校的急剧变化：模拟缓解海岸侵蚀

• 批准号: 2101198
• 负责人: Carolyn Staudt
• 金额: $ 285.27万
• 依托单位: Concord Consortium
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101198&HistoricalAwards=false
• 关键词: Precipitating; Change; Alaskan; Hawaiian; Schools

Alaska and Hawaii face similar challenges with threats caused by coastal erosion. This project will engage middle school students in place-based coastal erosion investigations that interweave Indigenous knowledge and Western STEM perspectives. Indigenous perspectives will emphasize learning from place and community. Western STEM perspectives will focus on systems and computational thinking. The project will design and implement a series of classroom investigations using universal design for learning (UDL) principles, creating a glossary, translations for Indigenous languages, and ways to assist students in understanding of Indigenous and Western science terms. The coastal erosion content will be collaboratively piloted, refined, and implemented with middle school teachers and students in Alaska and Hawaii. Project research will build on and refine a learning progression framework that describes how students develop an understanding of coastal erosion that occurs over time. Research will also examine how students make sense of and develop increasingly complex and integrated knowledge and practice in Earth science and computational thinking. Areas of knowledge and practice will include explaining and predicting events and processes in systems and developing solutions to problems. The project’s curriculum and findings will be widely disseminated to researchers and the broader body of Alaskan and Hawaiian schools and teachers, as well as the Indigenous education and science education communities, to share understanding about the project’s model and lessons.The project will position middle school students in a culturally congruent epistemological stance (student-as-anthropologist), allowing them to build Earth science learning from both Indigenous knowledge as well as Western-style inquiry and promote their ability to apply integrated Earth science, mathematics, and computational thinking skills in the context of coastal erosion. The project will recruit 20 teachers, and the intervention is expected to be integrated into approximately 24 classrooms. Project research and evaluation will investigate how the culturally congruent and scientifically and technologically ambitious instruction prepares students to bring multiple perspectives, including Indigenous and Western science, to study and address socioscientific issues. This project will adopt a design-based implementation research approach to answer three main research questions. The research questions are: 1: What are different ways students make sense of coastal erosion? How do students’ ways of making sense reflect personal and cultural (including Indigenous) funds of knowledge and Western STEM perspectives reflective of Next Generation Science Standards-aligned three-dimensional science knowledge and practice? 2: How do culturally congruent, multi-perspective learning experiences that value both students’ home culture and Western science perspectives relate to changes in students’ science knowledge and practices integrating coastal erosion and computational thinking? 3: How do multi-perspective learning experiences influence the approaches to learning students describe when they encounter a new socioscientific issue? Data will be analyzed using a mixed methods approach.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.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.

阿拉斯加和夏威夷面临着类似的挑战，面临着海岸侵蚀的威胁。该项目将让中学生参与基于地方的海岸侵蚀调查，将土著知识和西方STEM观点交织在一起。土著观点将强调向地方和社区学习。西方STEM观点将侧重于系统和计算思维。该项目将设计和实施一系列课堂调查，使用通用设计学习（UDL）原则，创建一个词汇表，土著语言的翻译，以及帮助学生理解土著和西方科学术语的方法。海岸侵蚀的内容将与阿拉斯加和夏威夷的中学教师和学生合作进行试点、改进和实施。项目研究将建立在学习进展框架的基础上，并对其进行完善，该框架描述了学生如何了解随着时间的推移发生的海岸侵蚀。研究还将探讨学生如何理解和发展日益复杂和综合的知识和实践，在地球科学和计算思维。知识和实践领域将包括解释和预测系统中的事件和过程，以及开发问题的解决方案。该项目的课程和研究结果将广泛传播给研究人员、阿拉斯加和夏威夷的学校和教师以及土著教育和科学教育界，以分享对该项目模式和课程的理解，该项目将使中学生处于文化一致的认识论立场（学生作为人类学家），使他们能够从土着知识和西方式的探究中建立地球科学学习，并提高他们在海岸侵蚀背景下应用综合地球科学，数学和计算思维技能的能力。该项目将招聘20名教师，预计将在大约24个教室中实施干预措施。项目研究和评估将调查文化上一致的和科学和技术上雄心勃勃的教学如何使学生准备带来多种观点，包括土著和西方科学，研究和解决社会科学问题。本项目将采用以设计为基础的实施研究方法来回答三个主要的研究问题。 研究问题是：1：学生对海岸侵蚀有什么不同的理解？学生的理解方式如何反映个人和文化（包括土著）的知识基金以及反映下一代科学标准的三维科学知识和实践的西方STEM观点？第二章：如何文化一致，多角度的学习经验，重视学生的家庭文化和西方科学的观点涉及到学生的科学知识和实践的变化，整合海岸侵蚀和计算思维？第三章：当学生遇到一个新的社会科学问题时，多视角学习经验如何影响他们描述的学习方法？ 数据将使用混合方法进行分析。发现研究preK-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具，显着提高preK-12学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF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

Navigating Relational Perspectives Through Collaboration to Expand Students’ Experiences Of/With/In Places and Cultures

通过合作探索关系视角，扩大学生对地方和文化的体验/与地方和文化的体验

• 发表时间: 2023
• 期刊: Annual Meeting of NARST
• 作者: Covitt, Beth A.;Frank, Nicollette;Perry, Ho’oululāhui Erika;Watson, Bruce Ka’imi;Haavind, Sarah;Cope, Dale;Staudt;Carolyn
• 通讯作者: Carolyn