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

基本信息

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

项目摘要

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海岸侵蚀威胁，该项目将让中学生参与以地方为基础的海岸侵蚀调查，将土著知识和西方土著观点结合起来，强调从地方和社区的角度学习。该项目将重点关注系统和计算思维，利用通用学习设计（UDL）原则设计和实施一系列课堂调查，创建词汇表、土著语言翻译以及帮助学生理解土著和西方科学术语的方法。 .海岸侵蚀内容将协同在阿拉斯加和夏威夷的中学教师和学生中进行试点、完善和实施项目研究将建立和完善一个学习进展框架，该框架描述学生如何了解随着时间的推移发生的海岸侵蚀。认识并发展地球科学和计算思维中日益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开发问题的解决方案，该项目的课程和研究结果将广泛传播给研究人员。以及更广泛的阿拉斯加和夏威夷人学校和教师，以及原住民教育和科学教育界，分享对项目模式和课程的理解。该项目将把中学生置于文化上一致的认识论立场（学生作为人类学家），使他们能够建立地球科学学习本土知识和西方风格的探究，并提高他们在海岸侵蚀背景下应用综合地球科学、数学和计算思维技能的能力。被整合到大约24 个教室。项目研究和评估将调查文化一致性和科学技术方面的雄心勃勃的教学如何帮助学生从包括本土和西方科学在内的多种视角来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。回答三个主要研究问题： 1：学生理解海岸侵蚀的不同方式是什么？学生的理解方式如何反映个人和文化（包括土著）知识储备以及西方 STEM 观点。下一代科学符合标准的三维科学知识和实践？2：重视学生本土文化和西方科学观点的文化一致性、多视角学习体验如何与学生整合海岸侵蚀和计算思维的科学知识和实践的变化相关联3：当学生遇到新的社会科学问题时，多视角学习体验如何影响他们描述的学习方法？将使用混合方法分析数据。发现研究 preK-12 计划 (DRK-12) 力求显着通过 DRK-12 项目中建立在 STEM 教育基础研究基础上的创新资源、模型和工具的研究和开发，加强 PreK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

期刊论文数量（1）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

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

DOI：
发表时间：
2023
期刊：
Annual Meeting of NARST
影响因子：
0
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