Developing STEM Identity of Nez Perce Students: Identifying Entry-Level Competencies for Forestry and Fire Management

Autor/inn/en	Dixon, Raymond A.; Eitel, Karla; Zhu, Yudi
Titel	Developing STEM Identity of Nez Perce Students: Identifying Entry-Level Competencies for Forestry and Fire Management
Quelle	In: Journal of Research in Technical Careers, 3 (2019) 1, S.13-26 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	American Indian Students; Middle School Students; High School Students; American Indian Education; Culturally Relevant Education; STEM Education; Career Development; Competency Based Education; Forestry Occupations; Fire Science Education; Job Analysis; Job Skills + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; STEM; Berufsentwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Forstberuf; Forstwirtschaftsberuf; Fire prevention education; Brandschutzerziehung; Arbeitsanalyse; Produktive Fertigkeit
Abstract	The purpose of this study was to identify the competencies that are required for entry-level forestry and fire management technicians. The strategy is a part of a larger goal to develop the STEM identity of Nez Perce students through the integration of relevant competencies in middle and high school curriculums. The DACUM process was used. Through this groupware process, nine experts from the Nez Perce Natural Resources produced a competency profile consisting of 12 duties and 79 tasks, along with general knowledge and skills, attitudes, tools, and future trends. Findings indicate that the experts view relevant cultural competencies as central to the function of the job and not as mere enablers. This has implications for how content is integrated, taught, and assessed in schools. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01