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，即海岸侵蚀造成的威胁。该项目将让中学生参与以地方为基础的海岸侵蚀调查，将土著知识和西方 STEM 观点交织在一起。原住民的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。该项目将使用通用学习设计（UDL）原则设计和实施一系列课堂调查，创建词汇表、土著语言翻译以及帮助学生理解土著和西方科学术语的方法。海岸侵蚀内容将与阿拉斯加和夏威夷的中学师生合作试点、完善和实施。项目研究将建立并完善一个学习进展框架，该框架描述学生如何了解随着时间的推移发生的海岸侵蚀。研究还将考察学生如何理解和发展地球科学和计算思维中日益复杂和综合的知识和实践。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、阿拉斯加和夏威夷学校和教师以及土著教育和科学教育社区，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上一致的认识论立场（学生作为人类学家），使他们能够从土著知识和土著知识中建立地球科学学习。 西式探究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。该项目将招募 20 名教师，预计干预措施将纳入约 24 个教室。项目研究和评估将调查文化上的一致性和科学技术上的雄心勃勃的教学如何让学生做好准备，以多种视角（包括本土和西方科学）来研究和解决社会科学问题。该项目将采用基于设计的实施研究方法来回答三个主要研究问题。 研究问题是： 1：学生理解海岸侵蚀的不同方式有哪些？学生的理解方式如何反映个人和文化（包括土著）的知识储备以及反映符合下一代科学标准的三维科学知识和实践的西方 STEM 观点？ 2：重视学生本土文化和西方科学观点的文化一致性、多视角学习体验如何与学生结合海岸侵蚀和计算思维的科学知识和实践的变化相关？ 3：多视角学习经历如何影响学生在遇到新的社会科学问题时所描述的学习方法？ 将使用混合方法对数据进行分析。Discovery Research preK-12 计划 (DRK-12) 旨在通过创新资源、模型和工具的研究和开发，显着增强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 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，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力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