Kaulele (To Take Flight) - Creating a Native Hawaiian Pacific Islander Indigenous-led Design Framework for STEM Exhibits

Kaulele（起飞）——为 STEM 展览创建一个以夏威夷太平洋岛民为主导的设计框架

• 批准号: 2314144
• 负责人: Maile Keliipio-Acoba
• 金额: $ 200万
• 依托单位: INSTITUTE FOR NATIVE PACIFIC EDUCATION AND CULTURE
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314144&HistoricalAwards=false
• 关键词: Kaulele; Take; Flight; Creating; Native; Kaulele; Take; Flight; Creating; Native

Over the past few decades, the science museum field has been working toward better understanding of and approaches to designing exhibits that reflect more diverse ways of learning and knowing, and support broader participation in STEM and informal STEM learning. This project, led by the local Hawaiian community organization Institute for Native Pacific Education and Culture (INPEACE), will develop and study a Native Hawaiian/Pacific Islander (NHPI) Indigenous-led exhibit design framework. The project team recognizes that developing Native Hawaiian/Pacific Islander trust in the scientific enterprise requires building connections that bridge the values and concepts of 'ike kupuna (traditional knowledge) with scientific knowledge systems and contemporary technology. This project stems from pilot and feasibility studies that resulted in three pop-up science exhibitions and laid the groundwork for an initial framework. In collaboration with Kamehameha Schools, University of Hawaii at Manoa, Association of Science and Technology Centers (ASTC), Discovery Children's Museum-Las Vegas, Honolulu City and County Parks and Recreation, and others, the team will follow the initial framework to develop two exhibitions that are grounded in Indigenous Hawaiian epistemologies and cultural connections to STEM. Responsive to local needs and interests, the exhibits will be designed and delivered as pop-up experiences reaching multiple rural Hawaiian communities and may cover Indigenous systems of star navigation for ocean voyaging, systems of netting for food and water containers, or systems of home design with local and natural materials. Throughout the iterative development of the exhibitions, the project will employ Indigenous Hawaiian and Western research and evaluation methods to study and refine the NHPI Indigenous-led design framework.The culture-first approach of the NHPI Indigenous-led design framework has strong potential to transform the ways that the science museum field is thinking about and doing exhibit design. This project will focus on two research questions: 1) What are the critical elements of an NHPI Indigenous-led design process for culture-based STEM exhibits that are necessary to retain the Indigenous foundation and characteristics of the culture?; and 2) Can an NHPI Indigenous-led exhibition design framework and process result in consistent replication of results in engagement, increased interest, and relational relevance in STEM topics for Native Hawaiians? To answer the first question, the team will prioritize Indigenous epistemologies, participatory approaches, and the integration of Hawaiian and Pacific Islander cultural research and evaluation practices. Data collection and analyses will honor the cultural concepts of mo'oku'auhau (genealogy) and ho'oilina (inheritance), and include traditional assessment models such as ho'ike and 'uniki, which assess learners' acquisition and understanding of knowledge and skills and their ability to demonstrate and communicate such knowledge and skills. Qualitative methods such as interviews, observations, and document analysis will be employed to capture the holistic experiences, contextual understandings, and interconnections within. Practices such as wala'au (talk story) create spaces for open dialogue, where the voices and perspectives of the community, educators, and learners ensure inclusivity, agency, and alignment with Indigenous perspectives. Nune Maila (reflection) exercises will foster self-awareness and critical examination of cultural biases within the research and evaluation teams. These reflection processes align with ancestral methods used to make meaning of acquired knowledge and skills. To answer the second question, the team will use results from summative visitor experience data (n = 40-50 per pop-up exhibition) to understand whether the framework can be consistently applied across multiple exhibits, STEM content areas, and various cultural topics to effectively engage Indigenous Hawaiian and Pacific Islander populations through informal STEM exhibits. Results from this work will be disseminated locally though annual presentations to community interest groups, newsletters and media spotlights, and publications such as Hulili: Multidisciplinary Research on Hawaiian Well-Being. Results will also be shared broadly at national and regional conferences and through practitioner-focused publications, such as ASTC Dimensions Magazine.This Integrating Research and Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

在过去的几十年中，科学博物馆领域一直在努力更好地理解和设计展览的方法，这些展览反映了更多样化的学习方式，并支持更广泛的参与STEM和非正式的STEM学习。该项目由当地的夏威夷社区组织本地太平洋教育与文化研究所（INCEACE）领导，将开发和研究夏威夷人/太平洋岛民（NHPI）土著人主导的展览设计框架。该项目团队认识到，在科学企业中发展夏威夷本地/太平洋岛民的信任需要建立联系，以弥合ike kupuna（传统知识）的价值观和概念，并使用科学知识系统和当代技术。该项目源于试点和可行性研究，这些研究导致了三个弹出科学展览，并为初始框架奠定了基础。与Kamehameha学校，夏威夷大学Manoa大学，科学技术中心协会（ASTC），发现儿童博物馆拉斯维加斯，檀香山市，檀香山市和县公园和休闲活动，其他团队将遵循最初的框架，以开发两个展览，这些展览基于夏威夷族裔夏威夷式夏威夷语言学杂志和文化连接。这些展览将对当地的需求和兴趣响应，随着弹出式体验到达夏威夷多个乡村社区的弹出体验，可能会设计和交付，并可能涵盖恒星导航的土著系统，用于海洋航行，用于食品和水容器的网络系统或与本地和天然材料的家庭设计系统。在展览的整个迭代发展过程中，该项目将采用夏威夷和西方土著研究和评估方法来研究和完善NHPI土著主导的设计框架。NHPI土著LED设计框架的文化优先方法具有强大的潜力，可以改变科学博物馆在思考和进行设计设计的方式。该项目将重点介绍两个研究问题：1）基于文化的STEM展览的NHPI土著设计过程的关键要素是什么，这是保留该文化的土著基础和特征所必需的？ 2）NHPI土著领导的展览设计框架和过程是否可以使夏威夷原住民主题的参与度，提高兴趣和关系相关性的结果一致地复制？为了回答第一个问题，团队将优先考虑土著认识论，参与式方法以及夏威夷和太平洋岛民文化研究和评估实践的整合。数据收集和分析将尊重Mo'oku'auhau（家谱）和Ho'oilina（继承）的文化概念，并包括诸如Ho'ike和uniki之类的传统评估模型，这些评估模型评估了学习者对知识和技能的获取，对知识和技能的了解，以及他们证明和传达这些知识和技能的能力。诸如访谈，观察和文档分析之类的定性方法将用于捕获内部的整体经验，上下文理解和互连。诸如wala'au（谈话故事）之类的实践为公开对话创造了空间，社区，教育工作者和学习者的声音和观点可确保包容性，代理和与土著观点保持一致。 Nune Maila（反思）练习将培养自我意识和对研究和评估团队中文化偏见的批判性检查。这些反思过程与用于获得获得的知识和技能的含义的祖先方法一致。为了回答第二个问题，团队将使用总结性访问者体验数据（n = 40-50个弹出式展览）的结果来了解是否可以在多个展品，STEM内容区域和各种文化主题中始终应用该框架，以有效地通过非正式的STEM展览来吸引土著夏威夷和太平洋岛民。这项工作的结果将通过年度演讲向社区利益集团，新闻通讯和媒体聚光灯以及Hulili等出版物：关于夏威夷福祉的多学科研究等出版物进行本地传播。结果还将在国家和地区会议上以及以从业者为中心的出版物（例如ASTC Dimensions杂志）进行广泛分享。本整合研究和实践项目由前进的非正式STEM学习计划（AISL）计划提供资金，该计划支持：（a）为研究和实践提供贡献的项目，这些项目为研究和实践提供了为STEM学习在公寓中的作用，并在STEM中属于STEM中属于STEM中的角色； （b）在STEM中促进个人和教育成功； （c）提高公众参与科学发现； （d）促进对STEM职业的兴趣； （e）为有效的非正式STEM学习创建和增强理论和经验基础； （f）改善社区活力；和/或（g）增强科学传播以及公众对STEM和STEM过程的参与和理解。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影响来通过评估来支持的。