Collaborative Research: Research Culturally Based Citizen Science: Rebuilding Relationships to Place

这个为期三年的合作设计研究项目的目的是研究文化在自然世界知识和推理发展中的作用，以及随后对自然资源管理的理解和参与。PI建议研究文化影响观察习惯的方式，解释构建，证据的使用和形式，以及对自然资源管理等社会科学挑战的取向。在这个项目上合作的是来自芝加哥美国印第安中心、西北大学和威斯康星州梅诺米尼印第安部落的研究人员。这项研究的受众包括学术界、非正式科学教育界和土著科学教育工作者。该项目还为博士前和博士后研究学员提供了广泛的跨文化，跨学科的研究机会。该项目将采用混合方法，并建议通过咨询委员会和社区投入进行评价。建议成立一个社区评估小组，审查活动，从更大的社区获得反馈，并确定有效实施该计划的挑战。该项目由两个主要研究小组组成：第一个小组包括一系列关于日常活动中学习的调查，第二个小组包括两个社区设计实验，涉及两个美洲土著社区和两个非土著社区，一个农村社区和一个城市社区，以文化为基础的公民科学（CBCS）项目，重点是生态系统破坏（如入侵物种;气候变化）和自然资源管理。CBCS项目将让参与者参与问题形成、数据收集、数据分析、形成政策建议以及围绕调查结果采取公民行动。该项目将开发一种公民科学模式，有效地使不同社区参与生产性科学学习，有用的科学数据收集，以及公民参与社区规划和地方政策决策。研究人员认为，STEM教学和学习的根本性进步需要跨越学习环境的广阔前景，这些进步的成功可能取决于非正式环境中的创新和发现。从先前关于土著文化学习的研究中获得的见解，特别是在生物和环境科学方面，与本研究的预期结果相结合，可以更深入地了解科学学习中的跨文化相似性和差异。

The purpose of this three-year collaborative design research project is to examine the role of culture in the development of knowledge and reasoning about the natural world and the subsequent sense-making of and participation in natural resource management. The PIs propose to examine the ways in which culture impacts observational habits, explanation constructing, uses and forms of evidence, and orientations towards socio-scientific challenges such as natural resource management. Collaborating on this project are researchers from the American Indian Center of Chicago, Northwestern University, and the Menominee Indian Tribe of Wisconsin. The audience for this study includes the academic informal science education community and indigenous science educators. This project also offers extensive cross-cultural, cross-disciplinary research opportunities for pre- and post-doctoral research trainees. The project will employ a mixed methods approach and proposes evaluation through an advisory board and community input. A community assessment team is proposed to review activities, obtain feedback from the larger community, and identify challenges to the effective implementation of the program. The project is comprised of two main panels of studies: the first consisting of a series of investigations of learning in everyday activities and the second consisting of two community design experiments that engage two Native American communities and two non-Native communities, one rural and one urban for both communities, in a culturally based citizen science (CBCS) project focused on ecosystem disruption (e.g. invasive species; climate change) and natural resource management. The CBCS project will engage participants in question formation, data collection, data analysis, forming policy recommendations, and citizen action around the findings. This project will develop a citizen science model that effectively engages diverse communities towards productive science learning, helpful scientific data collection, and citizen engagement in community planning and local policy decisions. The researchers believe that fundamental advances in STEM teaching and learning are needed across the broad landscape of learning environments and that the success of such advances may pivot on innovations and discoveries made in informal environments. Insights obtained from prior research on learning in indigenous cultures, especially in biological and environmental sciences, combined with the anticipated results from this study could lead to a deeper understanding of cross-cultural similarities and differences in science learning.