Indigenous STEM education : perspectives from the Pacific Islands, the Americas and Asia. Volume 2 / editers, Pauline W.U. Chinn, Sharon Nelson-Barber.
Chinn, Pauline W. U., editor.; Nelson-Barber, Sharon, editor.
2023
LC3740 .I53 2023
Available Online

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Title Indigenous STEM education : perspectives from the Pacific Islands, the Americas and Asia. Volume 2 / editers, Pauline W.U. Chinn, Sharon Nelson-Barber.
ISBN 9783031305061 electronic book
303130506X electronic book
9783031305054
3031305051
DOI https://doi.org/10.1007/978-3-031-30506-1
Published Cham : Springer, 2023.
Language English
Description 1 online resource (xxv, 219 pages) : illustrations.
Other Standard Identifiers 10.1007/978-3-031-30506-1 doi
Call Number LC3740 .I53 2023
Dewey Decimal Classification 371.829994
507.1
Summary This book builds upon the range of Indigenous theory and research found in Volume I and applies these learnings to interventions in schools, communities, teacher education and professional development. It is part of a two-volume set addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Authors working in Eurocentric settings of schools and collegeswhether in the continental or island United States, Canada, Thailand, Taiwan or Chuukutilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainably in particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Chinn, Pauline W. U., editor.
Nelson-Barber, Sharon, editor.
Series Sociocultural explorations of science education ; v. 30.
Available in Other Form Indigenous STEM education : Volume 2.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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Intro
Foreword: Indigenous Peoples, Culture, and Place-Based Science Curricula
An Indigenous Sense of Place
Indigenous Place-Based Science Curricula
References
Preface
References
Acknowledgments
References
Contents
Editors and Contributors
About the Editors
Contributors
Part I: Indigenous Innovations and Interventions in Schools and Communities
Introduction
References
Chapter 1: Utilizing Indigenous Knowledge Systems and Western Science in Science Education
1.1 Science and Today's Complex Multi-level Issues

1.2 Science and Rising Complex Issues
1.3 Cultural Diversity and Science
1.4 Diversifying Science Through Education
1.5 Components of Indigenous Knowledge
1.6 Indigenous Pedagogies for Indigenous Knowledge
1.7 Teaching Science by Telling Stories
1.8 My Genealogical Connections
1.9 Trail of Tears
1.10 Connections None-the-Less
1.11 Educational Disconnect
1.12 Making Connections
1.13 Paying it Forward
1.14 Final Reflections
References
Chapter 2: Voyaging Toward Equity Through Culturally Sustaining Pedagogy in Mathematics Education

2.1 Introduction and the Role of Ethnomathematics
2.2 Values-Based Education
2.2.1 Mathematics for Elementary Teachers Curriculum and Instruction
2.2.2 Ethnomathematics Learning Journeys
2.2.3 Assessment
2.3 Building Successful Partnerships
2.3.1 Polynesian Voyaging Society and Culturally Sustaining Pedagogy
2.4 Further Discussion
References
Chapter 3: Ko kākou Kula, Ko kākou Home, pāhana Inoa Hale Kula: Our School, Our Home, a Place-Based Curriculum Project on School Building Names
3.1 Motivating Questions
3.2 Instructional Setting and Students
3.3 Methodology

3.3.1 Pretest
3.4 The Curriculum Project
3.4.1 Posttest
3.5 Discussion
3.6 Conclusion
References
Chapter 4: Changes in Students' Science Concepts and Discourse: A Case Study of Place-Based Education in Rural Thailand
4.1 Theoretical Perspective
4.2 Place-Based Education
4.3 Classroom Discourse
4.4 Research Aims and Questions
4.5 Location of the Studies and Participants
4.5.1 Participation Recruitment and Selection
4.5.1.1 Students' Behaviors and Opinions About Classroom Talk Before Intervention
4.6 Methods

4.6.1 Pre-post Assessment Form: Multiple-Choice Test
4.6.2 Short Essay Question
4.6.3 Student Artifacts
4.6.4 Questionnaires
4.6.4.1 A Science Classroom Survey
4.6.4.2 A Science Learning Survey
4.6.5 Field Observations
4.6.6 Interviews
4.6.7 Videotape and Audiotapes of Focus Group Sessions
4.6.8 Data Analysis
4.6.9 Role of Researcher
4.7 The Place-Based Activities
4.8 Findings
4.8.1 Research Question 1: The Impact of PBE Activities on Students' Understanding of Ecosystems
4.8.2 Research Question 2: The Impact of PBE Activities on Students' Discourses

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