Developing a Place-based STEM Education Model for Cultural Connections to Alaska Science

开发基于地方的 STEM 教育模式，以促进与阿拉斯加科学的文化联系

• 批准号: 2201324
• 负责人: Lynda McGilvary
• 金额: $ 293.77万
• 依托单位: University of Alaska Fairbanks Campus
• 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: 2022-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201324&HistoricalAwards=false
• 关键词: Developing; Place; based; STEM; Education

Developing a Place-based STEM Education Model for Cultural Connections to Alaska ScienceThe project will design and research the Cultural Connections Process Model (CCPM), a place-based, culturally sustaining STEM educational resources and model that will engage Alaska Native and other high school students in STEM. The project approach is strongly informed by Indigenous knowledge systems (i.e., knowledge embedded in the cultural traditions of regional, Indigenous or local communities) and incorporates relevant arctic scientific research. Culturally-based education is Place-Based Education (PBE) rooted with cultural values, ancestral knowledge, and heritage language. The project team includes Native Alaskan elders and advisors, university educators and arctic researchers. Alaska’s rural districts loosely align with the boundaries of Alaska Native tribal homelands. The project will take place in four widely-dispersed geographic regions across Alaska encompassing four Indigenous cultures (Iñupiat, Gwich’in Athabascan, Tlingit/Tsimshian, and Alutiiq), serving approximately 1,300 students in 24 schools. The project will involve a team of Native Alaska advisors from each region, who will work together with the project team to co-develop a series of 10 hands-on curriculum units and Alaska-based science videos. Project research will address four questions related to the transferability, sustainability and adaptability of the CCPM: 1) How can the CCPM be implemented effectively with a more culturally and geographically diverse population? 2) With a broad selection of Alaska schools, how effectively do the CCPM-based education resources increase student engagement, help students contextualize science concepts to place; and engage culture bearers in the learning process? 3) To what extent do CCPM-based products complement Indigenous theoretical education frameworks? 4) Which training methods and resources are most useful in preparing school district staff to use the CCPM? Project research methodologies will be co-created through collaboration with the project team (University of Alaska, Fairbanks educators and researchers, teachers from participating districts) and participating Indigenous communities. This process will be guided by using cultural protocols stemming from indigenous cultural values and ways of knowing and validating knowledge. The Indigenous ways of analyzing what is known about the world relies on collaborative construction of understanding through storytelling and sharing experiences. The project will also collect Indigenous narratives and spoken languages (currently endangered) on audio and video, preserving cultural knowledge and generational wisdom for future scholars. The project will collect data directly from participants on the co-development teams, elders, advisors, and school district officials. Data sources will include focus group sessions, interviews, surveys, pre- and post-participant student measures, and extensive documentation of co-creation processes conducted by the project team and regional advisory teams. Research findings will be widely distributed via journal articles, conference presentations, community/tribal meetings, and the project website.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.

开发一个基于地方的STEM教育模式的文化连接到阿拉斯加ScienceThe项目将设计和研究文化连接过程模型（CCPM），一个基于地方的，文化上持续的STEM教育资源和模型，将从事阿拉斯加土著和其他高中学生在STEM。该项目的方法充分借鉴了土著知识体系（即，北极科学研究是一项综合性的科学研究（包括区域、土著或地方社区文化传统中的知识），并结合相关的北极科学研究。 基于文化的教育是基于地方的教育（PBE）植根于文化价值观，祖先的知识，和遗产语言。 该项目团队包括阿拉斯加原住民长老和顾问、大学教育工作者和北极研究人员。阿拉斯加的农村地区与阿拉斯加原住民部落家园的边界大致一致。该项目将在阿拉斯加四个广泛分布的地理区域进行，包括四种土著文化（Iñupiat，Gwich'in Athabascan，Tlingit/Tsimshian和Aubtiiq），为24所学校的约1，300名学生提供服务。该项目将涉及来自每个地区的阿拉斯加土著顾问团队，他们将与项目团队合作，共同开发一系列10个实践课程单元和阿拉斯加科学视频。项目研究将解决与CCPM的可转移性、可持续性和适应性有关的四个问题：1）如何在文化和地理上更加多样化的人口中有效实施CCPM？2)随着阿拉斯加学校的广泛选择，基于CCPM的教育资源如何有效地提高学生的参与度，帮助学生将科学概念置于情境中;并在学习过程中吸引文化承载者？3)基于CCPM的产品在多大程度上补充了土著理论教育框架？4)哪些培训方法和资源对准备学区工作人员使用CCPM最有用？项目研究方法将通过与项目小组（阿拉斯加大学、费尔班克斯教育工作者和研究人员、参与地区的教师）和参与的土著社区合作共同创建。这一进程将以源自土著文化价值观的文化礼仪以及了解和验证知识的方式为指导。 土著人分析已知世界的方式依赖于通过讲故事和分享经验来合作构建理解。该项目还将收集土著叙事和口头语言（目前濒临灭绝）的音频和视频，为未来的学者保存文化知识和世代智慧。该项目将直接从共同开发团队的参与者、长老、顾问和学区官员那里收集数据。数据来源将包括焦点小组会议，访谈，调查，参与前和参与后的学生措施，以及项目团队和区域咨询团队进行的共同创造过程的广泛文件。研究成果将通过期刊文章、会议报告、社区/部落会议和项目网站广泛传播。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。