Developing a Place-based STEM Education Model for Cultural Connections to Alaska Science

University Of Alaska Fairbanks Campus, Fairbanks AK

Investigators

Abstract

The project will design and research the Cultural Connections Process Model (CCPM), a STEM educational resources model for community-centered development of place-based educational resources that will improve engagement of high school students in STEM. While the resources and interventions that will be developed are for all students and teachers, the project approach incorporates relevant Arctic research and is informed by knowledge embedded in the cultural traditions of local, regional, and Indigenous communities. The project team includes local community advisors, university educators and Arctic researchers. The project will take place in four widely-dispersed geographic regions across Alaska serving approximately 1,300 students in 24 schools. The project will involve a team of local advisors from each region, who will work together with the project team to co-develop a series of 10 Alaska-based science videos and associated hands-on lessons. The project research will address four questions related to the transferability, sustainability and adaptability of the CCPM: 1) How can the CCPM be implemented effectively with a geographically and culturally disparate population? 2) With a broad selection of Alaska schools, how effectively do the CCPM-based education resources increase student engagement, help students contextualize science concepts to place; and engage knowledge bearers in the learning process? 3) To what extent do CCPM-based products complement local theoretical education frameworks? 4) Which training methods and resources are most useful in preparing school district staff to use the CCPM? The project's research methodologies will be co-created through collaboration with the project team (University of Alaska, Fairbanks, educators and researchers, teachers from participating districts) and participating Alaska communities. This process will be guided using protocols stemming from regional values and ways of knowing, to support collaborative construction of understanding through storytelling and sharing experiences. This collaboration extends to community members from a range of backgrounds, includes local, regional, and Indigenous narratives, and addresses science themes of importance to those living in remote areas. Data will come from focus groups, interviews, surveys, pre- and post-participant student measures, and extensive documentation of the co-creation process as conducted by the project team and regional advisory teams. Research findings will be widely distributed nationally via journal articles, conference presentations, community meetings, Tribal meetings, and the project website in ways that are open to all. 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.