Developing an informal environmental health education model for use in Tribal communities

作为在非正式环境中加强学习的总体战略的一部分，推进非正式STEM学习(AISL)计划为各种环境中使用的创新资源提供资金。这包括为扩大获得和参与STEM学习经验提供多种途径，推进对非正式环境中STEM学习的创新研究和评估，以及加深参与者对更深层次学习的理解。该项目将利用First Foods范例，以土著知识、做法和学习方式为基础，制定一个非正式的部落社区环境健康(EH)教育框架。First Foods代表了一种独特的、以地点为基础的知识和实践，与传统的生态知识密切相关。美国大多数(如果不是全部)部落社区都有以当地自然资源和第一食品为中心的知识和做法。通过建立、测试和评估基于具有文化意义的当地知识来源First Foods的创新EH教育模式，该项目寻求增加部落社区的非正式STEM学习。美国印第安人和阿拉斯加原住民占人口的2%，但只占STEM相关学位的0.1%。通过专门与这一服务不足和代表性不足的群体合作，该项目寻求让部落社区成员参与非正式的STEM学习，增加获得非正式学习环境的机会，特别是对于目前没有参与正式STEM学习环境的年轻人。EH框架将通过印度卫生委员会、会议和其他对非正式STEM教育和环境健康计划感兴趣的部落社区进行传播。该项目将审查已建立的EH和First Foods计划课程，以制定部落特有的基于社区的EH教育框架。该项目将使用福尔克和迪尔金开发的非正式STEM学习的情景模式，该模式旨在整合学习的个人、社会文化和身体方面。该项目将调整这一模式，以便创造一个社区体验的空间，以丰富学习，并扩大生物物理环境以外的物理背景的视野，以涵盖对生活环境的整体定义。这一模式和框架将以迭代的方式发展，并在内部和外部继续进行形成性评价。最重要的假设是，拟议的模式将通过提供一个与部落社区成员产生共鸣的具有文化意义的教育平台来增加非正式STEM学习。该模式将主要关注学习的社会文化方面，努力合作设计适合部落社区的CBEH教育计划，并包括相关的EH主题和信息。将开发相关的衡量标准和评估技术，以迭代评估特定的计划组成部分。第一年的发展和评估将侧重于审查以社区为基础的环境卫生活动，设计环境卫生项目模式和原型方案组成部分。项目顾问、Swinomish卫生与公众服务委员会和部落长老将提供批判性审查。第二年的重点将是原型程序组件的实施。项目外部评估员将使用混合方法，包括观察、访谈、事前和事后调查、活动/事件参与者排名以及EH活动出席情况的量化分析。已经建立了部落-大学伙伴关系，其中包括非正式STEM学习、环境健康计划评估、文化能力以及外联和参与方面的专业知识。

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The project will develop an informal tribal community-based environmental health (EH) education framework based on Indigenous knowledge, practices, and learning styles using a First Foods paradigm. First Foods represent a unique, place-based knowledge and practice, intimately tied to traditional ecological knowledge. Most (if not all) tribal communities in the United States have knowledge and practices centered around their local natural resources and First Foods. By building, testing and evaluating an innovative EH education model based on a culturally-meaningful local knowledge source, First Foods, this project seeks to increase informal STEM learning in tribal communities. American Indians and Alaska Natives account for 2% of the population but only 0.1% of STEM-related degrees. By working specifically with this underserved and underrepresented group, this project seeks to engage tribal community members in informal STEM learning, increasing access to informal learning settings, particularly for young people who are not currently engaged in formal STEM learning environments. The EH framework will be disseminated locally, regionally and nationally through Indian Health Boards, conferences, and with other tribal communities interested in informal STEM education and environmental health programs.The project will review established EH and First Foods program curricula to develop a tribal-specific community-based EH education framework. The project will use the contextual model of informal STEM learning developed by Falk and Dierking, which is designed to integrate personal, sociocultural and physical aspects of learning. The project will adapt this model in order to create a space for community experience to enrich learning, as well as expanding the view of the physical context beyond the biophysical environment to encompass a holistic definition of the living environment. This model and framework will be developed in an iterative manner, with continuing formative evaluations both internally and externally. The overarching hypothesis is that the proposed model will increase informal STEM learning by providing a culturally meaningful education platform that resonates with tribal community members. The model will focus heavily on the sociocultural aspect of learning, striving to collaboratively design a CBEH education program that is appropriate and adaptable for tribal communities and includes pertinent EH themes and information. Metrics and evaluation techniques will be developed, as relevant, for the iterative evaluation of specific program components. Year 1 development and evaluation will focus on the review of community-based EH activities, design of the project EH model and prototype program components. Critical review will be provided by project advisors, the Swinomish Health and Human Services Committee, and tribal elders. Year 2 will focus on the implementation of prototype program components. The project external evaluator will use mixed methodologies, including observation, interviews, pre-and post-surveys, participant ranking of activities/events, and quantitative analysis of attendance at EH events. A tribal-university partnership has been established that includes expertise in informal STEM learning, environmental health program evaluation, cultural competency, and outreach and engagement.