Geo-literacy Education in Micronesia

作为加强非正式环境中学习的总体战略的一部分，推进非正式STEM学习（AISL）项目资助了用于各种环境的研究和创新资源。在本项目中，密克罗尼西亚地质素养教育的主要目标是通过太平洋岛屿社区的非正式STEM学习团队（ISLT）模式，展示有效的代际非正式学习和发展地质素养的潜力。这将通过一套六个非正式学习模块来实现，这些模块融合了当地/土著方法、西方STEM知识系统和主动学习。该项目将在帕劳共和国、密克罗尼西亚联邦（由楚克、科斯雷、波纳佩和雅浦四个州组成）和马绍尔群岛共和国的12个选定社区实施。这些实体统称为自由联系国（FAS）。地理素养指的是将当地知识和西方STEM结合起来，形成对世界的综合理解，将世界视为一组相互关联的、动态的物理、生物和社会系统，并利用这些综合知识做出明智的决策。应用包括自然资源管理、保护和减少灾害风险。该项目将：(1)证明ISLT模式的招募和发展是让社区参与地理扫盲活动的有效方法；(2)提高ISLT参与者的地理素养知识和宣传技能；(3)制作和传播地理素养教材和资源（例如，基于地点的教学指南、地理空间数据系统、教育应用程序、二维和三维模型以及数字地图）；(4)提供证据证明FAS居民使用这些地理素养教材和资源对决策产生积极影响。

As a part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds research and innovative resources for use in a variety of settings. In this project, the primary goal of Geo-literacy Education in Micronesia is to demonstrate the potential for effective intergenerational, informal learning and development of geo-literacy through an Informal STEM Learning Team (ISLT) model for Pacific island communities. This will be accomplished by means of a suite of six informal learning modules that blend local/Indigenous approaches, Western STEM knowledge systems, and active learning. This project will be implemented across 12 select communities in the Republic of Palau, the Federated States of Micronesia - which consists of the four States of Chuuk, Kosrae, Pohnpei, and Yap - and the Republic of the Marshall Islands. Jointly, these entities are referred to as the Freely Associated States (FAS). Geo-literacy refers to combining both local knowledge and Western STEM into a synthesized understanding of the world as a set of interconnected, dynamic physical, biological, and social systems, and using this integrated knowledge to make informed decisions. Applications include natural resource management, conservation, and disaster risk reduction. The project will: (1) demonstrate that the recruitment and development of an ISLT model is an effective method of engaging communities in geo-literacy activities; (2) increase geo-literacy knowledge and advocacy skills of ISLT participants; (3) produce and disseminate geo-literacy educational materials and resources (e.g., place-based teaching guides, geospatial data systems, educational apps, 2-D and 3-D models, and digital maps); and (4) provide evidence that FAS residents use these geo-literacy educational materials and resources to positively influence decision-making.