Cultivating Relationships: Partnering with Teachers and Tribes to Integrate Indigenous and School STEM Knowledge

培养关系：与教师和部落合作，整合土著和学校 STEM 知识

• 批准号: 2201148
• 负责人: Vanessa Anthony-Stevens
• 金额: $ 300万
• 依托单位: Regents of the University of Idaho
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201148&HistoricalAwards=false
• 关键词: Cultivating; Relationships; Partnering; Teachers; Tribes

Teachers rarely come into K-12 classrooms with an understanding of Indigenous peoples, nations, or a sense of how Indigenous peoples practice their ways of knowing in relationship to land and landscapes. This knowledge gap acutely impacts Indigenous youth who experience persistent disparities in educational opportunities, completion outcomes, and STEM representation. To address this knowledge gap, it is imperative to develop teacher professional learning that privileges tribal leadership and Indigenous knowledge in STEM education. This project connects interdisciplinary researchers and experts from four tribal nation partners to develop and implement an in-service teacher professional certificate program that integrates Indigenous Knowledge into STEM teaching. This multi-sited teacher professional development model will enroll K-12 teachers in four different Native-serving regions of the rural West into a 12-month certificate program that combines Indigenous science, Coupled Human and Natural Systems, and Land education concepts into an experiential learning cycle with local and broad study of learning with the Land. Participating teachers will gain critical knowledge to address epistemological diversity and experiential tools central to addressing complex issues of land and lifeway changes in Indigenous and rural communities. The project will add knowledge about the transferability of local epistemologies and practices and national science standards within four specific Indigenous contexts and expand space for tribal-lead professional development to transform teacher classroom practice. This award is funded by the Discovery Research preK-12 program (DRK-12) which 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 research will follow a qualitative multi-site case study approach to answer these questions: How do teachers make sense of multiple STEM epistemologies during an Indigenous, place-based, land education certificate program? What types of teacher development activities support the inclusion of Indigenous epistemologies in STEM school-based practices? In what ways do teachers apply learning from Indigenous STEM into their curricular and pedagogical choices? Three main objectives will support the project’s central research questions: 1) Development of cross-site Partnership Teams to guide design of teacher professional development with unifying and site-specific content; 2) Implementation of site-specific immersive STEM learning opportunities for teachers and a wrap-around professional development certificate program to support pedagogical understanding; 3) Research into the impact of curriculum for teachers, i.e., on trajectories of learning and pedagogical choices in the classroom. Collected data will include pre- and post-surveys, symbol-based reflections, group interviews and talking circles with teachers, and classroom observations of teacher practice. The research will contribute to innovations in teacher education programs and professional practice and create more equitable and inclusive Land-based STEM education models for K-12.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.

很少有教师带着对土著人民、民族的了解，或对土著人民如何实践他们与土地和景观的关系的认识方式的认识进入K-12课堂。这种知识差距严重影响了土著青年，他们在教育机会、学业成绩和STEM代表性方面一直存在差异。为了解决这一知识差距，必须发展教师专业学习，使其在STEM教育中享有部落领导和土著知识的特权。该项目将来自四个部落国家合作伙伴的跨学科研究人员和专家联系起来，制定并实施一项在职教师专业证书计划，将土著知识融入STEM教学。这种多地点教师专业发展模式将招募西部农村四个不同的土著服务地区的K-12教师参加为期12个月的证书课程，该课程将土著科学、人类与自然耦合系统和土地教育概念结合起来，形成一个体验式学习周期，并对当地和广泛的土地学习进行研究。参与的教师将获得解决认识论多样性的关键知识和经验工具，这些知识和工具对于解决土著和农村社区土地和生活方式变化等复杂问题至关重要。该项目将增加当地认识论和实践以及国家科学标准在四个特定土著背景下的可转移性方面的知识，并扩大部落主导的专业发展空间，以改变教师的课堂实践。该奖项由探索研究preK-12项目（DRK-12）资助，该项目旨在通过研究和开发创新资源、模型和工具，显著提高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，为拟议的项目提供了理论和实证依据。该研究将采用定性的多地点案例研究方法来回答以下问题：教师如何在土著、基于地点的土地教育证书课程中理解多种STEM认识论？哪些类型的教师发展活动支持将土著认识论纳入STEM学校实践？教师如何将从土著STEM中学到的知识应用到他们的课程和教学选择中？三个主要目标将支持该项目的核心研究问题：1)建立跨站点合作团队，以统一和特定站点的内容指导教师专业发展的设计；2)为教师提供特定地点的沉浸式STEM学习机会，并提供全面的专业发展证书课程，以支持教学理解；3)研究课程对教师的影响，即对课堂学习轨迹和教学选择的影响。收集的数据将包括前后调查，基于符号的反思，小组访谈和与教师的谈话圈，以及教师实践的课堂观察。该研究将有助于教师教育计划和专业实践的创新，并为K-12创造更加公平和包容的陆基STEM教育模式。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。