U.S.-Russia Planning Visit: International Collaboration in Siberia Examining the Development of Indigenous Students' Identity as Science Learners

Oise 09-20895迈克尔·米德尔顿新汉普郡大学这个项目为一次规划访问提供了支持？为俄罗斯戈尔诺-阿尔泰斯克州立大学的PI和三个共同的PI。美国首席调查员是来自新汉普郡大学的迈克尔·米德尔顿。外国合作者是娜塔莉亚·尤尔科娃。这次计划访问的主要目的是就土著学生学习科学的动机开展合作。该项目将继续与多数族裔和土著教育工作者和研究人员开展国际合作，以考察世界各地五种不同土著文化(夏威夷、台湾、西伯利亚、新西兰奥蒂亚罗亚和伯利兹)的科学学习情况。在西伯利亚期间，私人投资机构将与土著教师合作，接受反馈，并改进项目--S的概念框架和研究方法。他们将测试访谈和课堂观察的协议，收集关于科学教学、动机和将传统生态知识(TEK)融入课堂的试点数据。他们将继续规划一项更大规模的研究，考察土著文化中的儿童如何发展作为科学学习者的积极身份。他们还将探索如何将地方感纳入课程，将传统生态知识和西方科学相结合，以培养文化和科学学习认同。该项目将把基于场所的学习的考试扩展到北美以外的地区，并探索关于基于场所的教育在学校如何提高土著儿童-S作为科学学习者的认同感方面的统一主题。

OISE 09-20895Michael MiddletonUniversity of New HampshireThis project provides support for a planning visit ? for the PI and three co-PIs - to Gorno-Altaisk State University in Russia. The US principal investigator is Michael Middleton from the University of New Hampshire. The foreign collaborator is Natalya Yurkova. The primary purpose of this planning visit is to develop a collaboration on Indigenous student motivation for learning science. This project will continue an international collaboration with majority and Indigenous educators and researchers to examine science learning in 5 different Indigenous cultures worldwide (Hawaii, Taiwan, Siberia, Aotearoa New Zealand and Belize). While in Siberia, the PIs will work with Indigenous teachers to receive feedback and refine the project?s conceptual framework and research methods. They will test protocols for interviews and classroom observations, collect pilot data on science instruction, motivation, and the integration of traditional ecological knowledge (TEK) into the classroom. They will continue planning for a larger research study that examines how children in Indigenous cultures develop a positive identity as science learners. They will also explore how incorporating sense of place into the curriculum, integrating traditional ecological knowledge and Western science, may foster cultural and science learning identity.This project will extend the examination of place-based learning outside of North America and explore unifying themes regarding the role of place-based education in how schools can enhance Indigenous children?s identity as science learners.