Precipitating Change in Alaskan and Hawaiian Schools: Modeling Mitigation of Coastal Erosion

阿拉斯加和夏威夷学校的急剧变化：模拟缓解海岸侵蚀

• 批准号: 2101198
• 负责人: Carolyn Staudt
• 金额: $ 285.27万
• 依托单位: Concord Consortium
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2101198&HistoricalAwards=false
• 关键词: Precipitating; Change; Alaskan; Hawaiian; Schools

Alaska and Hawaii face similar challenges with threats caused by coastal erosion. This project will engage middle school students in place-based coastal erosion investigations that interweave Indigenous knowledge and Western STEM perspectives. Indigenous perspectives will emphasize learning from place and community. Western STEM perspectives will focus on systems and computational thinking. The project will design and implement a series of classroom investigations using universal design for learning (UDL) principles, creating a glossary, translations for Indigenous languages, and ways to assist students in understanding of Indigenous and Western science terms. The coastal erosion content will be collaboratively piloted, refined, and implemented with middle school teachers and students in Alaska and Hawaii. Project research will build on and refine a learning progression framework that describes how students develop an understanding of coastal erosion that occurs over time. Research will also examine how students make sense of and develop increasingly complex and integrated knowledge and practice in Earth science and computational thinking. Areas of knowledge and practice will include explaining and predicting events and processes in systems and developing solutions to problems. The project’s curriculum and findings will be widely disseminated to researchers and the broader body of Alaskan and Hawaiian schools and teachers, as well as the Indigenous education and science education communities, to share understanding about the project’s model and lessons.The project will position middle school students in a culturally congruent epistemological stance (student-as-anthropologist), allowing them to build Earth science learning from both Indigenous knowledge as well as Western-style inquiry and promote their ability to apply integrated Earth science, mathematics, and computational thinking skills in the context of coastal erosion. The project will recruit 20 teachers, and the intervention is expected to be integrated into approximately 24 classrooms. Project research and evaluation will investigate how the culturally congruent and scientifically and technologically ambitious instruction prepares students to bring multiple perspectives, including Indigenous and Western science, to study and address socioscientific issues. This project will adopt a design-based implementation research approach to answer three main research questions. The research questions are: 1: What are different ways students make sense of coastal erosion? How do students’ ways of making sense reflect personal and cultural (including Indigenous) funds of knowledge and Western STEM perspectives reflective of Next Generation Science Standards-aligned three-dimensional science knowledge and practice? 2: How do culturally congruent, multi-perspective learning experiences that value both students’ home culture and Western science perspectives relate to changes in students’ science knowledge and practices integrating coastal erosion and computational thinking? 3: How do multi-perspective learning experiences influence the approaches to learning students describe when they encounter a new socioscientific issue? Data will be analyzed using a mixed methods approach.The Discovery Research preK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

阿拉斯加和夏威夷面临着类似的挑战，由于沿海侵蚀造成的威胁。该项目将使中学生进行基于地位的沿海侵蚀调查，这些调查与土著知识和西方STEM观点相结合。土著观点将强调从地点和社区学习。西方STEM的观点将集中在系统和计算思维上。该项目将使用通用设计（UDL）原则设计和实施一系列课堂投资，创建词汇表，土著语言的翻译以及帮助学生了解土著和西方科学术语的方法。沿海侵蚀内容将与阿拉斯加和夏威夷的中学教师和学生进行协作，完善和实施。项目研究将建立并完善学习进步框架，该框架描述了学生如何发展对沿海侵蚀的理解。研究还将研究学生在地球科学和计算思维中如何理解和发展越来越复杂和综合的知识和实践。知识和实践领域将包括解释和预测系统中的事件和过程以及为问题开发解决方案。该项目的课程和调查结果将被广泛分解给研究人员，阿拉斯加和夏威夷学校和教师的更广泛的身体以及土著教育和科学教育社区，以分享对项目模型和课程的理解。该项目将使中学生在文化上的知识（允许他们与他们建立的知识学家）中的境地（允许他们在他们的知识中），以使他们既依赖于他们的知识，又可以使他们与他们建立敏锐的境地，以使他们与他们建立敏感学者，从而使他们属于敏感的人，以使他们属于空当的境地，以使他们与他们建立了敏锐的境地，以使他们既熟悉artery of Science a”西方风格的询问并促进他们在沿海侵蚀的背景下应用地球科学，数学和计算思维技能的能力。该项目将招募20名教师，预计该干预措施将纳入大约24个教室。项目研究和评估将调查如何在文化上具有一致，科学和技术雄心勃勃的教学使学生为学生带来多种观点，包括土著和西方科学，以研究和解决社会科学问题。该项目将采用基于设计的实施研究方法来回答三个主要的研究问题。研究问题是：1：学生对沿海侵蚀有意义的不同方式是什么？学生的理解方式如何反映个人和文化（包括土著）知识和西方STEM观点的资金，反映了与下一代科学标准一致的三维科学知识和实践的反映？ 2：在文化上具有一致的多观点学习经验，如何看待学生的家庭文化和西方科学的观点与学生科学知识的变化和整合沿海侵蚀和计算思维的变化有关？ 3：多观点学习经历如何影响学习学生在遇到新的社会科学问题时描述的方法？数据将使用混合方法方法进行分析。《发现研究PREK-12计划》（DRK-12）旨在通过PREK-12学生和教师通过创新资源，模型，模型和工具的研究和开发来显着增强科学，技术，工程和数学（STEM）的学习和教学。 DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来进行评估的。

项目成果

Navigating Relational Perspectives Through Collaboration to Expand Students’ Experiences Of/With/In Places and Cultures

通过合作探索关系视角，扩大学生对地方和文化的体验/与地方和文化的体验

• 发表时间: 2023
• 期刊: Annual Meeting of NARST
• 作者: Covitt, Beth A.;Frank, Nicollette;Perry, Ho’oululāhui Erika;Watson, Bruce Ka’imi;Haavind, Sarah;Cope, Dale;Staudt;Carolyn
• 通讯作者: Carolyn