대한지구과학교육학회지 (Journal of the Korean Society of Earth Science Education)

  • 제10권1호
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  • Pages.1-16
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  • 2017
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  • 2005-5668(pISSN)
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  • 2289-0386(eISSN)
대한지구과학교육학회 (The Korean Society of Earth Science Education)
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문화 반영적 융합교육(STEM) 주제 상황에서 미국 토착민 학생들의 문제 해결 성향에 대한 탐색

Exploring American Indian Students' Problem-Solving Propensity in the Context of Culturally Relevant STEM Topics

  • 투고 : 2017.01.20
  • 심사 : 2017.04.02
  • 발행 : 2017.04.30
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초록

본 연구는 북미 토착민인 인디언 학생들을 대상으로 설계된 문화 반영적 융합교육(STEM)을 이용한 문제해결 수업을 보여준다. 이 수업은 악기상을 고려한 Shelter Design 또는 피난처 설계에 관한 것이었다. 이 수업은 인디언 학생들을 대상으로 6일간 여름방학캠프 프로그램으로 적용되었으며 모든 수업은 인디언 보호구역에 있는 학교에서 실시되었다. 본 연구를 위한 데이터로는 학생들의 Shelter Design 그림, 그림에 대한 부연 설명, 그리고 학생용 학습지였다. 데이터는 질적 분석 방법에 의해 분석되었다. 본 연구의 결과 학생들은 문화 반영적(STEM) 수업 후 STEM 지식을 더 많이 습득하였으며, Shelter Design활동을 하는 동안 학생들의 문화적 지식과 일상생활 경험 등을 활용하여 문제를 해결하는 것으로 드러났다.

This study presents an out-of-school problem-solving lesson we designed for American Indian students using a culturally relevant STEM topic. The lesson was titled "Shelter Design for Severe Weather Conditions." This shelter design lesson was developed based on an engineering design allowing us to integrate STEM topics within a traditional indigenous house-building context. This problem context was used to encourage students to apply their prior knowledge, experience, and community/cultural practice to solve problems. We implemented the lesson at a summer program on an American Indian reservation. Using the lesson, this study explores how American Indian students use cultural knowledge and experience to solve a STEM problem. We collected student data through pre- and post-STEM content knowledge tests, drawings and explanations of shelter models on the students' group worksheets, and classroom observations. We used interpretive and inductive methods to analyze the data. This study demonstrates that our culturally relevant, STEM problem-solving lesson helped the American Indian students solve a complex, real-world problem. This study examines how students' prior experiences and cultural knowledge affect their problem-solving strategies. Our findings have implications for further research on designing problem-solving lessons with culturally relevant STEM topics for students from historically marginalized populations.

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