STEM for All Multiplex - Indigenous Ways of Learning

Event

This Theme of the Month and expert panel webinar will highlight processes involved in Indigenous ways of learning — learning by collaboration, making a difference/giving back, intergenerational connection, responsibility, and respect. Three teams that study learning and how to foster it in Indigenous communities discuss what can be learned from Indigenous ways of learning, for Indigenous peoples and the world at large.

Read the New Introductory Blog! click here

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Drones in Alaska Elementary Curriculum

Curricular Materials
This collection of three teacher's manuals, five videos, and one career exploration guide were created with and for Alaska Native communities as part of the Drone Research and Opportunities for Native Elementary Students project, funded by NSF I-TEST Grant Nos. 1850561 (Univ. of Alaska Fairbanks) and 1850556 (Univ. of Alaska Anchorage). The Drones in Alaska base curriculum has three versions, one with lexicon in Sugs'tun, one with lexicon in Lower Tanana Athabascan, and one with lexicon in Lower Koyukon Athabascan. The Teacher's manual for the Drones in Alaska base curriculum is applicable to
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Equity in K-12 STEM Education: Framing Decisions for the Future

Publication

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors. Equity in K-12 STEM Education: Framing Decisions for the Future

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The Internet Doesn't Exist in the Sky: Literacy, AI, and the Digital Middle Passage

Publication
This article utilizes speculative and visual storytelling alongside interdisciplinary research on artificial intelligence (AI) and algorithmic oppression to engage in a thought experiment on how literacy studies might refuse the oppressionist logics currently undermining the possibilities of AI in literacy education. As technological advancements in education will only continue to increase and as society is yet to ascertain the parameters of an ethical AI system, it is paramount to analyze the past and present and contemplate potential futures, especially those that do not result in violence
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Student Engagement in an Online Engineering Afterschool Program During the COVID-19 Pandemic

Publication
The COVID-19 pandemic forced much of schooling online and limited students’ access to informal learning opportunities such as afterschool programs. The purpose of this study was to investigate how fourth- and fifth-grade students engaged in an online engineering program and what factors influenced their engagement. We drew on a four-dimensional model of student engagement to describe how students engaged in the afterschool engineering program and to identify the factors that enhanced or inhibited engagement. Using a case study design, we drew on interviews with six program mentors and ten
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Leveraging local resources and contexts for inclusive computer science classrooms: Reflections from experienced high school teachers implementing electronic textiles

Publication
Background and context Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion. Objective To understand the challenges faced in facilitating an open-ended unit and the pedagogical strategies enacted to address those challenges, we analyze the self-reported teaching practices that experienced teachers developed in their implementation of a constructionist electronic textiles
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Acknowledging Bias and Pursuing Protections to Support Anti-Racist Developmental Science: Critical Contributions of Phenomenological Variant of Ecological Systems Theory

Publication
American racism is deeply engrained in the nation’s ecology including its chronosystem and contributes to the nation’s unavoidably shared vulnerability. Interrogating an accurate portrayal of the nation’s history is informative for securing anti-racist research. This special issue commentary discusses the role of Spencer’s phenomenological variant of ecological systems theory (PVEST) as a means of providing an epistemic framing for disentangling and directly addressing the problem of structural racism in the conduct of science. Additionally it demonstrates the efficacy of PVEST and offers
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