Collaborative Research: Intergenerational Learning, Deliberation, and Decision Making for Changing Lands and Waters

合作研究：土地和水域变化的代际学习、审议和决策

• 批准号: 2115695
• 负责人: Anna Lees
• 金额: $ 109.96万
• 依托单位: Western Washington University
• 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: 2021-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115695&HistoricalAwards=false
• 关键词: Collaborative; Research; Intergenerational; Learning; Deliberation

Creating science education that can contribute to cultivating just, culturally thriving, and sustainable worlds is an important issue of our time. Indigenous peoples have persistently been under-represented in science reproducing inequalities in a myriad of ways from educational attainment, participation in and contributing to innovations in foundational knowledge, to effective policy making that upholds and respects Indigenous sovereignty. The development of models of science education that attend to intersections of knowledge and development, socio-scientific decision-making and civic leadership, and the complexities and contradictions of these realities, is imperative. This five-year Innovations in Development project broadens participation and strengthens infrastructure and capacity for Indigenous learners to meet, adapt to, and lead change in relation to the socio-ecological challenges of the 21st century. The project engages multi-sited community-based design studies to develop and research the impacts of Indigenous informal field-based science education with three Indigenous leadership communities from the Pacific Northwest and the Great Lakes. This project will have broader impacts through model development, building infrastructure to transform the capacity of informal field-based science education, and will produce cutting edge foundational knowledge about pressing 21st century issues with a particular focus on Indigenous communities. The project increases Indigenous participation in research through 1) engagement of Indigenous community members as research assistants, 2) training of Indigenous graduate fellows, and post-doctoral fellows, and 3) supporting the careers of more junior Indigenous scholars. This research seeks to identify key design features of an Indigenous field (land/water) based model of science education and to understand how learners’ and educators’ reasoning, deliberation, decision-making, and leadership about complex socio-ecological systems and community change evolve in such learning environments. The project also examines key aspects of co-design and partnership with Tribal communities and how these methods of co-production of new science enable new capacities for systems transformation. This multi-layered project is organized through 3 panels of studies including: Panel 1) community-based design experiments to develop and refine a model of Indigenous informal science education; Panel 2) co-design and implementation of professional learning programs for Indigenous informal science education; and Panel 3) foundational studies in cognition and learning with respect to socio-ecological systems thinking and the impact on learning and instructional practices. Of particular importance in this research is the rigorous development and articulation of effective pedagogical practices and orientations. More broadly, findings will have clear implications for theories of cognitive development, deliberation and environmental decision making and especially those pertaining to how knowledge is shaped by culture and experience. This project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM 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.

创建科学教育，可以有助于培养公正，文化繁荣，可持续发展的世界是我们这个时代的一个重要问题。土著人民在科学领域的代表性一直不足，从教育程度、参与和促进基础知识的创新，到维护和尊重土著主权的有效政策制定，这些方面的不平等现象层出不穷。必须发展科学教育模式，以处理知识与发展、社会科学决策和公民领导的交叉问题，以及这些现实的复杂性和矛盾。这个为期五年的发展创新项目扩大了参与，加强了土著学习者的基础设施和能力，以满足，适应和领导与21世纪世纪的社会生态挑战有关的变化。该项目与来自太平洋西北部和五大湖的三个土著领导社区进行多地点社区设计研究，以开发和研究土著非正式实地科学教育的影响。该项目将通过模型开发产生更广泛的影响，建立基础设施以转变非正式实地科学教育的能力，并将产生关于21世纪紧迫问题的前沿基础知识，特别关注土著社区。该项目通过以下方式增加土著参与研究：1）让土著社区成员担任研究助理，2）培训土著研究生和博士后研究员，3）支持更多初级土著学者的职业生涯。本研究旨在确定一个土著领域（土地/水）为基础的科学教育模式的关键设计特点，并了解如何学习者和教育工作者的推理，审议，决策和领导复杂的社会生态系统和社区的变化在这样的学习环境中演变。该项目还研究了与部落社区共同设计和合作的关键方面，以及这些共同生产新科学的方法如何使系统转型的新能力成为可能。这个多层次的项目通过三个研究小组组织，包括：小组1）以社区为基础的设计实验，以开发和完善土著非正式科学教育的模式;小组2）共同设计和实施土著非正式科学教育的专业学习计划;小组3）关于社会生态系统思维的认知和学习基础研究以及对学习和教学实践的影响。在这项研究中特别重要的是严格的发展和有效的教学实践和方向的阐述。更广泛地说，研究结果将对认知发展、审议和环境决策的理论产生明确的影响，特别是那些与文化和经验如何塑造知识有关的理论。该项目由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM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，以扩大获得和参与STEM学习经验，推进创新研究和评估的STEM学习在非正式环境中，并发展的理解，更深层次的学习参与者。该奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响力审查标准的支持。