Tag Archives: STEM

M4, E2: For-Credit Summer Camp

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 2: For-Credit Summer Camp

I am currently searching for concrete examples of Indigenous STEAM opportunities for students that will directly inform my final project. Much of what I have found encourages the use of place based education and promotes hands-on learning to engage, excite, and inspire students to choose careers in STEAM. This study provided recommendations to reduce barriers to STEAM education such as involving families and adopting more of a summer camp model when approaching the teaching of STEAM classes.  The authors found that challenges in K-12 STEAM education “include lack of capacity by teachers, lack of relevant curricula, lack of adequate facilities, and, most fundamentally, a lack of resources.”

I can relate to these problems as a teacher and parent and understand the struggle of trying to make STEAM education relevant in classrooms that have a lack of resources and time, very large class sizes, and combined with many interruptions to learning (everything from pandemics to bake sales) that reduce instructional time. 

I was excited to learn about a summer camp organized by Actua that provides students with those engaging, hands-on STEAM experiences that are also for credit. I think this is a creative way of blending the best of both worlds. It makes me start to rethink how I could teach some outcomes in a field trip format instead of in traditional methods and how I could set things up to really engage learners.  

 

CBC News. (2018, July 17). New summer camp offers STEM education from an Indigenous perspective. CBC News. https://www.cbc.ca/news/canada/windsor/new-summer-camp-offers-stem-education-from-an-indigenous-perspective-1.4750527 

Kerr, J., Hess, D. Smooth, C., & Hadfield, M. (2018). Recognizing and Reducing Barriers to Science and Math Education and STEM Careers for Native Hawaiians and Pacific Islanders. CBE – Life Sciences Education 17 (4). https://doi.org/10.1187/cbe.18-06-0091

M4, E1: Place-based learning communities

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 1: Place-based learning communities

This article focuses on Place-based learning communities on a rural campus at Humboldt State University in California. Students who came to study in STEM fields to this rural campus were put into cohorts, offered residences to live in a community, and took classes together (starting with Science 100) to better acclimatize themselves to learning in a remote setting. Students who participated in this program showed that they were able to “better understand the relationships among STEM courses and are able to connect content to intercultural themes (e.g., aspects of their culture and the cultures of local indigenous people). (Sprowles et al., 2019). 

One of the goals of the Science 100 course is: Students will gain appreciation for and understanding of an expanded world perspective by engaging with other students, staff, and faculty within and outside their field. 

This post-secondary approach can inform the elementary and secondary education system as well. This study showed that a deep connection to place, connections to the students’ cultures and local cultures, and the deliberate grouping of students based on their interest and area of study can lead to understanding the world from multiple perspectives.

Sprowles, A., Goldenberg, K. Goley, P. D., Ladwig, S., & Shaughnessy, F. (2019). Place-based learning communities on a rural campus: Turning challenges into assets. Learning Communities: Research & Practice (7)1 Article 6.

M3, Entry 5: Indigenous Knowledge informing conservation efforts

Module 3: Decolonization and Indigenous Property Rights

Entry 5: Indigenous Knowledge informing conservation

As part of my research, I am looking for specific examples of how Indigenous ways of being, doing, and knowing, can be woven into math, science, and technology.

I first came across this story through a website I use in my class for current events called Newsela. This article discusses how Indigenous knowledge and storytelling help to inform scientists researching Kermode (spirit) bear populations in British Columbia. The study found that science-informed researchers had overestimated the population of bears in the region and the real number was much closer to that which was taught through the traditional stories. This particular article is written for middle school students and is a good way to show how Indigenous knowledge can work with science.

I found the peer reviewed article related to this study as well. The authors also referenced another study that combined Indigenous knowledge and genetic research to inform conservation efforts related to caribou populations. 

 

Bookshire, B. (2021, June 28). Science and Indigenous history team up to help spirit bears. Newsela. https://newsela.com/read/indigenous-people-kermode-bear/id/2001020259/ 

Service, C., Bourbonnais, M., Adams, M., Henson, L. Neasloss, D., Picard, C., Paquet, P., & Darimont, C. (2020). Spatial patterns and rarity of the white-phased ‘Spirit bear’ allele reveal gaps in habitat protection.Ecological Solutions and Evidence, 1(2).  https://doi.org/10.1002/2688-8319.12014 

M2, Entry 5: Indigenous Knowledge and STEM Education

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 5: Indigenous Knowledge and STEM Education

These researchers examined students using Indigenous knowledge within STEM to increase agency. The Anishinaabe arcs that were used are found in many aspects of the life and culture of this Indigenous groups. Students were able to translate their knowledge from the practical to technology. I look forward to examining how this framework can impact Indigenous futures. 

I also found a website that provided some practical information and examples of arcs. https://csdt.org/culture/anishinaabearcs/index.html 

Eglash, R., Lachney, M., Babbitt, W., Bennett, A., Reinhart, M., & Davis, J. (2020). Decolonizing education with Anishinaabe arcs: generative STEM as a path to indigenous futurity. Educational Technology Research and Development, 68(3), 1569-1593. http://dx.doi.org/10.1007/s11423-019-09728-6

M1 P5: Transformation Mask – Mixed Reality and Indigenous Culture

When researching about mixed reality and Indigenous culture, I came across this cool video about how a Heiltsuk artist named Shawn Hunt worked with Microsoft Vancouver to create a transformation mask equipped with Microsoft’s HoloLens. Transformation masks were traditionally used during ceremonies and demonstrated the transformation of usually an animal into a spiritual being. Using 3D print technology and the HoloLens, he designed a technological transformation mask where the wearer/viewer is the one who is transforming.

This is well beyond the scope of a classroom but it brings up the potential for educators to blend technology with Indigenous culture. In the video, Shawn Hunt talks about how it is difficult for Indigenous cultures to compete against television and other forms of media so instead, he tries to encompass technology to help tell their stories. I think this mix of tradition with technology is the way to go to help our youth today connect with Indigenous culture and the invaluable lessons/traditions they are trying to pass down.

Background information about transformation masks:

https://www.khanacademy.org/humanities/ap-art-history/indigenous-americas-apah/north-america-apah/a/transformation-masks

https://www.straight.com/arts/1002996/mixing-virtual-reality-robotics-and-indigenous-art-shawn-hunts-transformation-mask-view

An Indigenous Artist’s Futuristic Vision of Traditional Transformation Masks

M1 P3: Cedar Harvest and Cedar Weaving

At my school, some of the classes are learning about the cedar harvest and how cedar was used by the Indigenous communities. One of the purposes that was discussed, was cedar weaving. This year, some of our primary grade classrooms were fortunate to be able to have a lesson about cedar weaving from Jessica Silvey through Zoom. They each made cedar bark mats and she talked about how the cedar was prepared and how the cedar had many uses. It was a valuable experience for the students that was hands-on and engaging.
I have included a link to her website below for people who may be interested in seeing her availability for hosting workshops.

https://www.redcedarwoman.com/

Indigenous Knowledge and Perspectives in K-12 Curriculum

Module 1 Post 5

 

 

 

This BC government site documents implicit and explicit links between Indigenous Knowledge and Perspectives and specific curricular (or cross-curricular) areas according to B.C.’s redesigned curriculum, and the links can be applied to other provincial curriculums similarly. It also links the connection to the Math First Peoples Teacher Resource Guide, which provides specific activities with developed elements to support the integration of Indigenous knowledge and perspectives.

British Columbia Ministry of Education. (n.d.) Indigenous Knowledge and Perspectives in K-12 Curriculum. https://curriculum.gov.bc.ca/curriculum/indigenous-education-resources/indigenous-knowledge-and-perspectives-k-12-curriculum

First Nations Education Steering Committee. (2020). Math First Peoples. http://www.fnesc.ca/math-first-peoples/

Advancing STEM Knowledge in an Indigenous Professional Learning Community

Module 1, Post 1

The is an online professional learning community formed between the First Nations, Metis & Inuit Education Association of Ontario (FNMIEAO), and the Mathematics Knowledge Network. Their goal is to promote Indigenous Knowledge systems in the context of mathematics, science technology engineering & mathematics (STEM) and advance Indigenous education in Ontario for Indigenous community and all learners in education.

“We Come From the Stars” is a 6-part webinar series. Each segment is approximately 1.5 hrs. It is a community of elders gathering and sharing their Indigenous traditions, stories, and knowledge. This is an interesting example of how an Indigenous community can create connection in a digital space.

“Indigenous Knowledge & Mathematics Community of Practice” is a collection of 5 videos, each approximately 5 minutes long, demonstrating the integration of math concepts through Indigenous culture and traditions (drumming, building a lodge, and medicine walk).

 

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28). Revitalizing Star Knowledge Webinars. http://www.fnmieao.com/initiatives/

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28).   Indigenous Knowledge & Mathematics Community of Practice (Exploring Math Through the Construction of a Lodge Part 1) [Video]. YouTube. https://www.youtube.com/watch?v=QHGi8YXqS7w&list=PLC-h5KFwALU2nI4lL7gu4xRjSPfDBiX8W&index=2&t=5s

M1, Entry 3: Indigenous STEAM Program

Module 1: The Global and the Local in Indigenous Knowledge

Entry 3: Indigenous STEAM Program

Quick Link: Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program

This article from Equity & Excellence in Education focuses on makerspaces in STEAM education with a Indigenous focus. In this study, summer activities were designed for a youth Indigenous Science, Technology, Engineering, Art and Math (ISTEAM) camp in the Seattle area during the summers of 2016 and 2017. The researchers asked these questions: 

  • What forms of making and pedagogical practices are enacted during Indigenous making and sharing?
  • How do facilitators narrate and cultivate Indigenous forms of making and sharing? (Barajas-López & Bang, 2018, p. 9)

The design of these activities were focused on Indigenous technologies and skills as well as using pedagogies such as storytelling and walking. These traditional ways of doing support the learning of Indigenous culture that was taken away through the process of colonization. The significance of this model provides agency to the Indigenous scientists leading the activities to pass along Indigenous ways of knowing, doing, and being, while youth are engaged in highly participatory learning experiences. The data in this study was collected through video and audio recordings, interviews with youth and adults, and field notes. Findings were shared through three implementation episodes and provide a detailed story of Indigenous making and sharing. 

 

Barajas-López, F. & Bang, M. (2018). Indigenous Making and Sharing: Claywork in an Indigenous STEAM Program. Equity & Excellence in Education, 51(1), 7-20, DOI: 10.1080/10665684.2018.1437847