"Gaa-Noodin-Oke" (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation

Autor/inn/en	Guzey, Siddika Selcen; Nyachwaya, James; Moore, Tamara J.; Roehrig, Gillian H.
Titel	"Gaa-Noodin-Oke" (Alternative Energy/Wind Power): A Curriculum Implementation on the White Earth Reservation
Quelle	In: Journal of STEM Education: Innovations and Research, 15 (2014) 3, S.5-13 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Energy Conservation; Grade 4; Grade 5; Grade 6; Grade 8; Grade 7; American Indian Education; Summer Programs; STEM Education; Hands on Science; Science Experiments; Recordkeeping; Journal Writing; Pretests Posttests; Program Effectiveness; Scientific Concepts; Science Achievement; Reservation American Indians; Low Income Groups; Natural Resources; Culturally Relevant Education; Evaluation Methods; Student Evaluation; Teaching Methods; Learning Activities; Technology Uses in Education; Statistical Analysis; Student Interests; Curriculum; Active Learning; Minnesota + Suchen Sie Ihr Suchwort? Energieerhaltung; Energiespeicherung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Sommerkurs; STEM; Leistungsnachweis; Zeitschriftenaufsatz; Natural Ressource; Natürliche Ressource; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Studieninteresse; Curricula; Lehrplan; Rahmenplan; Aktives Lernen
Abstract	A wind energy focused curriculum for grades 4-8 was designed and implemented to promote the understanding of wind energy concepts with American Indian students. 57 students who participated in the 2009 summer program of the "Reach for the Sky" (RFTS) Science, Technology, Engineering, and Mathematics (STEM) received the curriculum. The two week long curriculum allowed students to engage in various STEM activities. Students completed design challenges such as building and testing table-top wind turbines and anemometers. Students were asked to keep a notebook where they designed and recorded scientific experiments, recorded data and observations, and drew conclusions and reflections. Student notebooks and pre and post assessments were analyzed to evaluate the effectiveness of the curriculum on students learning of the wind energy concepts. We found that the curricular activities and the use of notebooks enhanced American Indian students' achievement. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01