LEADER 06480nam 22008295 450 001 9910735794503321 005 20240112114434.0 010 $a3-031-30506-X 024 7 $a10.1007/978-3-031-30506-1 035 $a(MiAaPQ)EBC30663103 035 $a(Au-PeEL)EBL30663103 035 $a(DE-He213)978-3-031-30506-1 035 $a(EXLCZ)9927857480200041 100 $a20230725d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIndigenous STEM Education$b[electronic resource] $ePerspectives from the Pacific Islands, the Americas and Asia, Volume 2 /$fedited by Pauline W. U. Chinn, Sharon Nelson-Barber 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (234 pages) 225 1 $aSociocultural Explorations of Science Education,$x2731-0256 ;$v30 311 08$aPrint version: Chinn, Pauline W. U. Indigenous STEM Education Cham : Springer International Publishing AG,c2023 9783031305054 327 $aPART I: INDIGENOUS INNOVATIONS AND INTERVENTIONS IN SCHOOLS AND COMMUNITIES -- Chapter 1. Utilizing Indigenous knowledge systems and Western science in science education (DANIEL LIPE) -- Chapter 2. Mathematics education on a worldwide voyage: Engaging values and place-based curriculum to support college, career, and community readiness (LINDA H. L. FURUTO) -- Chapter 3. Kok?koukula, kok?kou home p?hanainoa hale kula: Our school, our home; A place-based curriculum project on school building names (SHAWN MAPUANA KOBASHIGAWA) -- Chapter 4. Changes in students' science concepts and discourse: A case study of place?based education in rural Thailand (NANTANA TAPTAMAT) -- Chapter 5. Way Finding: TúúttúnnapenChuuk. Indigenizing Chuukese Education (MARGARITA B. CHOLYMAY, L.J. RAYPHAND AND JAMES SKOUGE) -- PART II: PROGRESS TOWARDS INDIGENIZING TEACHER EDUCATION AND PROFESSIONAL LEARNING -- Chapter 6. The will of the ancestors?a collaborative elementary science curriculum design initiative (APALAH- JAMES AYULUK, NAQUCIN-FLORA AYULUK, AND CIKIGAQ-IRASEMA ORTEGA) -- Chapter 7. Science and Story (DAVID B. ZANDVLIET, BARBARA J. WILSON (KII?ILJUUS), CARLOS G.A. ORMOND, JASON ALSOP (GAAGWIIS)) -- Chapter 8. Forum Place-based curriculum in Indigenous settings: Stories behind two signature projects (IRASEMA ORTEGA AND DAVID ZANDVLIET) -- Chapter 9. Learning from our place, learning from each other (CORRIN BARROS, EMERSON LOPEZ ODANGO, JUANITA S. R. LAWRENCE AND JOYMINDA GEORGE) -- Chapter 10. A?o Hawai?i: The role of culture and place in empowering teacher leaders as STEMS2 educators (TARA O?NEILL, ANNA AH SAM, SHARI JUMALON, KIMBERLEE STUART, AND MARY ANNA ENRIQUEZ) -- Chapter 11. The effects of place-based ecological modules on Indigenous Taiwanese students? science learning (TSUNG-WEI YAO, HSUAN-FANG HUNG, CHIA-LING CHIANG, SU-FEN LIN, AND CHIUNG-FEN YEN) -- Chapter 12. Final Thoughts (PAULINE W. U. CHINN AND SHARON NELSON BARBER). 330 $aThis book builds upon the range of Indigenous theory and research found in Volume I and applies these learnings to interventions in schools, communities, teacher education and professional development. It is part of a two-volume set addresses a growing recognition that interdisciplinary, cross-cultural and cross-hybrid learning is needed to foster scientific and cultural understandings and move STEM learning toward more just and sustainable futures for all learners. Authors working in Eurocentric settings of schools and colleges?whether in the continental or island United States, Canada, Thailand, Taiwan or Chuuk?utilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainably in particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge. 410 0$aSociocultural Explorations of Science Education,$x2731-0256 ;$v30 606 $aScience?Study and teaching 606 $aEducation and state 606 $aEducational sociology 606 $aTeachers?Training of 606 $aEducational technology 606 $aInternational education 606 $aComparative education 606 $aScience Education 606 $aEducational Policy and Politics 606 $aSociology of Education 606 $aTeaching and Teacher Education 606 $aDigital Education and Educational Technology 606 $aInternational and Comparative Education 606 $aEducació STEM$2thub 606 $aPobles indígenes$2thub 607 $aAmèrica$2thub 607 $aÀsia$2thub 607 $aIlles del Pacífic$2thub 608 $aLlibres electrònics$2thub 615 0$aScience?Study and teaching. 615 0$aEducation and state. 615 0$aEducational sociology. 615 0$aTeachers?Training of. 615 0$aEducational technology. 615 0$aInternational education. 615 0$aComparative education. 615 14$aScience Education. 615 24$aEducational Policy and Politics. 615 24$aSociology of Education. 615 24$aTeaching and Teacher Education. 615 24$aDigital Education and Educational Technology. 615 24$aInternational and Comparative Education. 615 7$aEducació STEM 615 7$aPobles indígenes 676 $a507.1 700 $aChinn$b Pauline W. U$01379260 701 $aNelson-Barber$b Sharon$01379261 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910735794503321 996 $aIndigenous STEM Education$93418713 997 $aUNINA