Tag Archives: stem

Module 4- Post 3: Success in STEM Careers

Less than 2% of the people in STEM occupations are Indigenous. The Conference Board of Canada is researching leading practices in STEM education for Indigenous learners in Canada. The Board:

  • examines the inequalities between Indigenous people and mainstream populations in STEM fields, including Indigenous perspectives on defining and measuring success
  • identifies the strategies that reflect Indigenous cultures and realities in STEM education and employment that have the potential to reach the most learners
  • explores which strategies are contributing to effective outcomes for learners, particularly from the perspective of employers, Indigenous communities, and governments
  • develops recommendations for STEM educators and funders on best practices to bridge mainstream and Indigenous world views—inside and outside the science classroom

https://www.conferenceboard.ca/research/how-can-more-indigenous-people-access-stem-careers

 

Module 4- Post 2: Successful Indigenous People in STEM

The disparity of post-secondary education (PSE) completion between Indigenous and non-Indigenous Canadians (40% vs. 55.3%) continues to persist (Statistics Canada, 2016). However, there are several notable indigenous individuals who have been making waves in the STEM field in Canada!

https://www.sfu.ca/wwest/WWEST_blog/7-indigenous-people-in-stem-you-should-know.html

 

Module 4- Post 1: The Urban-Aboriginal

 

The Urban Aboriginal Primitive Technology Studies & Practice page is a site targeting urban indigenous people that provides information on how to make things like dreamcatchers, crossbows, cattail visors, shelters and pretty much everything other traditional aboriginal practice you could think of. The site demonstrates a practical approach to technology and how it can be used to support cultural transmission.

Although there is no vision statement included, it appears that the goal of the website is to support the development of traditional skills by offering resources and instructional materials (often in video format) among people who do not have opportunities to learn these practices through elders or community members.

 

 

Module 3, Post 2: Aboriginal Perspective in Science

Highlighting Aboriginal perspective in the classroom seems like an easy first step for teachers. Some of the unease for teachers remains in differentiating between when we are highlighting culture and when we are teaching religion, an uncomfortable distinction for many teachers, which often leads to simply ignoring the topic. An easy first step seems to be the integration of the Aboriginal perspective in the science classroom. APTN Kids provides teachers with bilingual links to powerful, research-based programming like Coyote Science that demonstrates that including the Aboriginal perspective in classrooms is as fundamental as the characters in the story. When Coyote helps to explain science concepts, includes a joke of the week and the medicine wheel is included in the set design, students see a valuable perspective. This is a good example of what happens when the First Nations perspective is woven through the resources used in the classroom. Great to supplement teachers who need a little more support in teaching indigenous content in the class.

APTN Kids: http://aptn.ca/kids/

Coyote Science: http://aptn.ca/coyotescience/

Light - Coyote's Crazy Smart Science Show, Season 1 Episode 1 | SBS On Demand

M.2 P.5 Knowing Home: Braiding Indigenous Science and Western Science

When we braid Indigenous Science with Western Science we acknowledge that both ways of knowing are legitimate forms of knowledge.

I believe both of these books will prove to be useful not only for my research journey but for educators everywhere. Both of these books are free for download too! The relationship between Indigenous science and Western science is an important one. I think it touches on many points we have previously discussed in this course including Indigenous perspectives, world views, and ties them into science teachings and curriculum. It highlights another critical theme in Indigenous culture, the importance of place, and how this is interweaved with identity.

Together, the co-editors and authors, almost all of them Aboriginal, present multiple useful paths towards identifying and recognizing two huge shortfalls in the Canadian educational system to date. One is the abysmal failure of many schools to provide quality education for Aboriginal children and youth, particularly in the areas of science, technology, and health. This situation is reflected today in the marked underrepresentation of Aboriginal students participating in university-level programs in these areas, and, further, in the dearth of professional scientists from Aboriginal communities across the country. The second gap, equally lamentable, is that students of mainstream western science and technology have been deprived of learning about the immense body of Indigenous scientific knowledge, perspectives, and applications acquired and built over generations of dwelling in particular places.  Knowing Home…  will be a wonderful resource that will bring all Canadians to a higher level of understanding in these two areas.

Book 1 provides an overview of why traditional knowledge and wisdom should be included in the science curriculum, a window into the science and technologies of the Indigenous peoples who live in Northwestern North America, Indigenous worldview, culturally responsive teaching strategies and curriculum models, and evaluative techniques. It is intended that the rich examples and cases, combined with the resources listed in the appendices, will enable teachers and students to explore Indigenous Science examples in the classroom; and in addition, support the development of culturally appropriate curriculum projects.

Book 2 provides supportive research, case studies, and commentary that extends and enriches the chapters presented in Book 1. The chapters provide rich descriptions related to Indigenous cultural beliefs and values; an Aboriginal concept of time; transforming teacher thinking about Indigenous Science; the use of digital video as a learning tool for secondary Aboriginal students; the perceptions and experiences of post-secondary Aboriginal students during science instruction; a WSÁNEĆ concept of “knowledge of most worth”, and a study of successful Aboriginal students in secondary science.

Snively, G. & Williams, W. (2016). Knowing Home: Braiding Indigenous Science with Western Science Book 1. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

Snively, G. & Williams, W. (2018). Knowing Home: Braiding Indigenous Science with Western Science Book 2. University of Victoria. https://pressbooks.bccampus.ca/knowinghome/

M.2 P.4 STEM FOR ALL

The National Science Foundation (NSF) STEM for All Video Showcase is an annual online event. It is created by a TERC, which is an independent, non-profit, research-based organization dedicated to engaging and inspiring all students through stimulating curricula and programs designed to develop the knowledge and skills they need to ask questions, solve problems, and expand their opportunities.

Video: Indigenous Food, Energy, and Water Security and Sovereignty.

This video talks about building sustainable technologies in the face of the destruction of balance between people and the environment. An interesting aspect is that they involve the communities themselves in the process. It summarizes the work that can be found at https://energy.arizona.edu/indigefewss.

Video: Culturally Responsive Indigenous Science

This video highlights the work that discusses engagement in Indigenous knowledge systems and how public schools are missing this way of knowing and learning. The Culturally Responsive Indigenous Science (CRIS) project stems from decades of relationship building, in part facilitating culturally responsive youth development projects with our partners.

Video: Traditional Knowledge – Modern Science

The Ute STEM Project explores the integration of Western science, technology, engineering and math (STEM), and Native American Knowledge bases. This video is one in a series of videos on the project, the others can be found at https://vimeo.com/showcase/5723628. The video discusses how knowledge of the environment (TEK) and innovations have been passed down for centuries, and Western science can help to understand that past. It also highlights that it is important to understand dichotomies and not rely on just one or the other (TEK or Western) science, as well as the importance to reconnect with the land as it is what informs us.

References

202o STEM For All Video Showcase. (2020) Learning from Research and Practice May 5 – 12. https://stemforall2020.videohall.com/

TERC. (2021). Because Math and Science Build Futures. https://www.terc.edu/

M.2 P.3 Indigenous Rights and STEM Education

The STEM teaching tools website has resources, tools, PD modules, news, and newsletters to help teach science, technology, engineering, and mathematics.

I was particularly drawn to this website for the resources found under the TOOLS dropdown menu that highlight ways of working on specific issues that come up during STEM teaching called “Practice Briefs”. Each brief highlights the issue, why it matters, things to consider, reflection questions, equity, and actions you can take in an organized, concise, and effective way to easily access. Below are some briefs that I found particularly useful to my research on TEK and STEM.

#10 Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples’ Rights: It is vital that educators incorporate Indigenous knowledge and rights into their teaching and lessons.

Teachers should understand and leverage Indigenous students’ ways of knowing and values.

#11 Implementing Meaningful STEM Education with Indigenous Students & Families: Integrating traditional ecological knowledge and western science is important if students are going to connect meaning to experiences.

Teachers should focus on Indigenous ways of knowing & encourage Indigenous students to navigate between Indigenous & Western STEM.

#55 Why it is crucial to make cultural diversity visible in STEM education: Students need to see themselves represented in STEM careers that collaborate and integrate Indigenous knowledge.

Teachers should carefully weave subject matter with activities and images within relevant contexts that validate the contributions of individuals from diverse cultural backgrounds.

#57 How place-based science education strategies can support equity for students, teachers, and communities: Place holds significance to Indigenous ways of knowing and learning. Knowledge rooted in land is at the heart of many Indigenous cultures, this needs to be at the forefront of education.

Teachers should connect science learning experiences in and out of the classroom to students’ sense of place, cultural perspectives, and community assets and issues

References

STEM Teaching Tools. (n.d.). Teaching Tools for Science, Technology, Engineering and Math (STEM) Education. http://stemteachingtools.org/

Module 2: Post 4- Indigenous Annual Camp led by Actua

Every June is National Indigenous History Month in Canada. Many schools and organizations advocate to take actions for reconciliation and meaningful change for the indigenous communities. We recognize that we have a role to play in reconciliation, continue to learn about the perspectives, cultures and histories of Indigenous peoples in Canada, and create inclusive relationships and spaces for all to thrive. Every year, Actua (one of the largest STEM outreach programs) delivers programs to youth across Canada to learn essential STEM skills so that they can gain valuable work experience and develop employable skills. It is important to note that STEM is not something new with the advance of technology, but rather “indigenous peoples have always know about STEM”, according to Doug Dokis, director of the Indigenous Youth in STEM Program in Actua.

Last year was no different. Despite the pandemic by COVID, they connected youth to indigenous land-based learning by collaborating with elders in communities to understand local knowledge such as fish cycles. Then they utilize their understanding of the place and build meaningful and authentic hands-on models such as a fish monitor. Very cool!It has become a community learning rather than individual learning.

Module 2- Post 3: IndigiSTEAM

Currently, indigenous people in STEM occupations are underrepresented. Many indigenous communities don’t see STEM in their future path as western sciences often contradict the traditional way of living in the indigenous perspectives.

https://www.indigesteam.ca/IndigeSTEAM | Supporting Indigenous Youth in STEM/STEAM

IndigiSTEAM is an initiative that provides and supports STEM/STEAM learning for indigenous youth through the approach of 2-eyed seeing by Mi’kmaq Elder from Eskasoni First Nation, Albert Marshall.

They added the “A” for Arts, Architecture and Agriculture – all areas that Indigenous peoples have been innovators in for thousands of years. It is a type of outreach program that also incorporate indigenous knowledges, include the community (elders and parents) and indigenous role models in STEM field so that youth can see the importance. It is also a way for non-indigenous people to learn about the traditional way of living, too.

M.2 P.1 STEM & TEK

STEMTradingCards.org is a database of resources created by professionals in STEM (science, technology, engineering, and math) careers. This resource has a series of lessons on Traditional Ecological Knowledge geared towards upper elementary and middle school. Files can be downloaded and include readings, discussions, and hands-on activities.

The term TEK is often used to refer to knowledge, beliefs, value systems, and practices in Indigenous communities that relate to the environment. For many Indigenous peoples, TEK is “active” (the way in which one relates to the environment) and is sometimes referred to as a “way of life.” TEK is a branch of Indigenous science.

New to TEK: Teacher’s Guide: This resource is a great place to start if educators are unfamiliar with TEK. It includes definitions and comparisons of TEK and western science, a brief history of western science, and the integration of TEK and western science.

Dos and Don’ts for Teaching TEK: This is a quick list of guidelines to be used when teaching TEK or other aspects of Indigenous culture and history.

Lessons 1 – 5: These lessons help students and educators learn about a variety of aspects of Indigenous knowledge and science.

References

STEM Trading Cards. (2020). Science Delivered. https://www.stemtradingcards.org/teklessons