Traditional Ecological Knowledge of Stem Concepts in Informal and Place-Based Western Educational Systems: Lessons from the North Slope, Alaska

Autor/in	Nicholas-Figueroa, Linda
Titel	Traditional Ecological Knowledge of Stem Concepts in Informal and Place-Based Western Educational Systems: Lessons from the North Slope, Alaska
Quelle	(2017), (91 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Alaska Fairbanks
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-3714-1
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Middle School Students; High School Students; Scientific Concepts; Ecology; Indigenous Knowledge; Climate; Change; Environmental Education; Eskimos; Field Trips; Educational Philosophy; Student Evaluation; Achievement Gains; Scientists; Pretests Posttests; Concept Formation; Outcomes of Education; Teaching Methods; Science Instruction; Animal Behavior; Program Descriptions; Alaska + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ökologie; Klima; Wandel; Umweltbildung; Umwelterziehung; Umweltpädagogik; Exkursion; Bildungsphilosophie; Erziehungsphilosophie; Schulnote; Studentische Bewertung; Achievement gain; Leistungssteigerung; Scientist; Wissenschaftler; Concept learning; Begriffsbildung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Tierverhalten
Abstract	Upon regaining the right to direct education at the local level, the North Slope Borough (NSB) of Alaska incorporated Inupiat educational philosophies into the educational system. The NSB in partnership with the University of Alaska Fairbanks established Ilisagvik College, the only tribal college in Alaska. Ilisagvik College seeks to broaden science, technology, engineering, and mathematical education on the North Slope. Incorporation of place-based and informal lessons with traditional ecological knowledge engages students in education. Ilisagvik hosted a 2-week climate change program from 2012-2015 for high school and middle school students that examined climate science and the effects of a warming climate on the local environment from a multitude of perspectives from scientists, Inupiat Elders, and instructor-led field trips. Pre-assessments and post-assessments using the Student Assessment of Learning Gains tool measured students' interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the program, could articulate the impact of climatic changes on their local environment. Similarly, methods to incorporate Indigenous knowledge into research practices have been achieved, such as incorporating field trips and discussion with Elders on the importance of animal migration, whale feeding patterns, and the significance of sea-ice conditions, which are important community concerns. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01