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的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建议检查文化影响观察习惯，解释构建，证据的使用和形式的方式，以及面向社会科学挑战（如自然资源管理）的方向。在这个项目上合作的是来自芝加哥美国印第安人中心、西北大学和威斯康辛州梅诺米尼印第安部落的研究人员。本研究的受众包括学术非正式科学教育界和土著科学教育者。本项目还为博士前、博士后研修生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，并通过咨询委员会和社区投入提出评估建议。建议成立一个社区评估小组来审查活动，从更大的社区获得反馈，并确定有效实施该计划的挑战。该项目由两个主要的研究小组组成：第一个小组由一系列日常活动中的学习调查组成，第二个小组由两个社区设计实验组成，该实验涉及两个美洲土著社区和两个非土著社区，一个是农村，一个是城市，两个社区都有，这是一个基于文化的公民科学（CBCS）项目，重点关注生态系统破坏（例如入侵物种；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，有效地吸引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，在广泛的学习环境中，需要在STEM教学和学习方面取得根本性的进步，而这种进步的成功可能取决于在非正式环境中取得的创新和发现。从先前对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的研究，结合本研究的预期结果，可以更深入地了解科学学习的跨文化异同。

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.