Strategies Project-Back to the Earth

爱达荷州的大学建议从事90名学生在4-6年级和6名教师在科学，技术，工程和数学（干）通过文化为基础的学习和内容丰富的经验和活动，重点是由部落共享的大分水岭。该项目将为Coeur d 'Alene保留地提供暑期和课后项目。 学生将创建一个“虚拟流域”，一个基于网络的网站，包括一个互动地图，这将提供社会，文化和科学意义的地理空间位置。该建议是集中在两个指导框架，批判性教学法的地方和冒险学习。这些既定的框架为方案活动和评价提供了良好的基础。地方批判教育学与该计划中的美国原住民学生有关。冒险学习，以探究为基础的方法，非常适合STEM教育。该项目旨在提高对STEM内容的理解，改善对STEM职业的态度，并协助建立社区伙伴关系。使用当前技术的基于设计的STEM教学方法将用于让学生亲身体验基于文化的STEM专业人士世界。将创建一个冒险学习环境，允许两个部落地点的学生通过上传数据、故事、学习经验和想法来分享他们的经验，这是真实的时间。

The University of Idaho proposes to engage 90 students in grades 4-6 and six teachers on two neighboring Indian Reservations in science, technology, engineering, and mathematics (STEM) learning through culturally-based and content rich experiences and activities focusing on the large watershed shared by the tribes. The project will deliver a summer and after-school programs for the Coeur d'Alene Reservation. Students will create a "virtual watershed", a web-based site comprised of an interactive map, which will provide geospatial locations of social, cultural, and scientific significance. The proposal is centered on two guiding frameworks, Critical Pedagogy of Place and Adventure Learning. These established frameworks provide a sound foundation for program activities and evaluation. Critical Pedagogy of Place is relevant to the Native American Students in the program. Adventure Learning, with an inquiry-based approach, is well-suited to STEM education. The evaluation is both formative and summative.The project aims to enhance STEM content understanding, improve attitudes toward STEM careers, and assist in building community partnerships. A design-based approach to STEM instruction using current technology will be used to give students a hands-on culturally based foray into the world of STEM professionals. An Adventure Learning environment will be created allowing students at both tribal locations to share their experiences by uploading data, stories, learning experiences, and thoughts, in real time.