Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community

Miller, Brant G.; Roehrig, Gillian H.

doi:10.1007/s11422-016-9738-4

Cited by 18 publications

(18 citation statements)

References 34 publications

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“…Five studies described curriculum topics related to students' funds of knowledge (Brown et al, 2018;Durá et al, 2015;Edwards et al, 2015;Kafai et al, 2014;Miller & Roehrig, 2016). In three studies, curriculum topics were designed around the local culture and communities to which the students belonged (Durá et al, 2015;Kafai et al, 2014;Miller & Roehrig, 2016). For example, Durá et al (2015) used a curriculum based in food pedagogy to connect cooking practices Latinx students see in their home life to scientific processes and artifacts.…”

Section: Curriculummentioning

confidence: 99%

“…Each quilt square represented local plants important to tribal communities and comprised a community quilt. Similarly, an additional study implemented a STEM design challenge curriculum, which involved prototyping, constructing, and racing snow snakes (a curved piece of wood) (Miller & Roehrig, 2016). Snow snakes were rooted in cultural practices of the local Ojibwe tribes, and a tribal elder was involved throughout the curriculum implementation.…”

Section: Curriculummentioning

confidence: 99%

“…Upon receiving a negative test result for fat in 1.5% milk, students negotiated the meaning and validity of the test result based on their knowledge that milk contains fat, leading to a class discussion on measurement detection limits. Similarly, Miller and Roehrig (2016) reported unusually high student engagement in their snow snake curriculum, reflected by students' interest in prototyping activities and the participation of families. While students may be engaged in funds of knowledge activities, they may not necessarily view them as counting as science, particularly in out-of-school settings (Gonsalves, 2014).…”

Section: Curriculummentioning

confidence: 99%

“…Similarly, in Handa and Tippins (2013), pre-service science teachers explored the use of different methods for rice cultivation in a Filipino village, evaluating the benefits and drawbacks of newer technologies. Studies with STEM design challenges also often involved key elements of engineering, such as problem identification, prototyping, and construction (Miller & Roehrig, 2016;Tan et al, 2018). Given the efforts to add engineering throughout secondary curricula, there is potential value in engineering education researchers expanding attention to funds of knowledge in K-12 settings.…”

Section: Engineering-specific Findingsmentioning

confidence: 99%

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Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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Background: Assets-based research is becoming more widespread and may be particularly important as we continue to work towards equity within engineering education. It is important to understand how assetsbased theoretical frameworks have been taken up in STEM education research in recent years. Purpose: We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K-12 teachers adapt their classroom teaching and curriculum to better serve their students. Scope/Method: Scoping review procedures resulted in 42 qualifying studies. We analyzed characteristics of the qualifying studies and qualitatively coded the use of the funds of knowledge framework. Codes included the following categories: identification, curriculum, teaching, and learning. Conclusions: Funds of knowledge is prevalent in the STEM education literature. Studies tended to be qualitative, with observations and interviews as the most common research methods. Research often took place both in the classroom and at after-school programs. Most studies centered on K-12 students and teachers, often focusing on how to improve teaching, curriculum and lesson plans, or the connection between the community and schools. Funds of knowledge may assist curriculum change in K-16 if used more widely in engineering education, which could have important implications for equity in engineering. Gaps and opportunities in the application of funds of knowledge in STEM education include assessing the efficacy of funds of knowledge interventions on students by connecting to student learning outcomes or theories of identity, self-efficacy, and belonging.

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Section: Curriculummentioning

confidence: 99%

Section: Curriculummentioning

confidence: 99%

Section: Curriculummentioning

confidence: 99%

Section: Engineering-specific Findingsmentioning

confidence: 99%

See 2 more Smart Citations

Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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“…Zollman (2012) develops STEM literacy courses to enhance learners' recognition of STEM knowledge. Wai, Lubinski, and Benbow (2009) emphasized the importance of spatial capabilities in STEM knowledge development, Harrison and Parks (2017) integrated STEM knowledge into the writing curriculum, Miller and Roehrig (2018) developed STEM courses based on aboriginal culture, while Hall and Miro (2016) helped students to construct STEM knowledge in a topic-oriented learning method.…”

Section: Introductionmentioning

confidence: 99%

STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance

Hong¹,

Fan

2019

EURASIA J MATH SCI T

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Integrated learning of STEM (science, technology, engineering, and mathematics) has become a challenge in the field of technical education. To understand the effect of STEM learning, in this study, we first identified the components of STEM in relation to bag design, then asked students to learn STEM knowledge as they designed bags. In this context, we explored how learners' creative self-efficacy (CSE) related to two types of epistemic curiosity (EC) (i.e., interest type and deprivation type) and reflected the STEM knowledge they acquired and their creative performance (i.e., novelty, utility, and aesthetics). The data were subjected to confirmatory factor analysis with structural equation modeling. The results revealed that CSE was positively related to two types of EC, and knowledge acquired was positively related to creative performance. The indirect correlates between CSE and knowledge acquired, EC and creative performance, and CSE and creative performance were positively mediated by other constructs. The implication of this research is that integrating STEM into the study of fashion design can improve students' creative performance.

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Community engagement in engineering education: A systematic literature review

Natarajarathinam

Qiu

Zoghi

2021

J of Engineering Edu

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Background: Community engagement has recently become a focus in engineering education. However, systematic reviews that catalog best practices and identify research patterns and gaps remain scarce. Purpose: The purpose of this systematic review is to generate insights and findings by reviewing studies focused on community engagement programs in engineering education from 1980 to 2019. This review offers new findings for practitioners and researchers with a menu of proven ideas and provides directions for community engagement practice and future research. Method: Articles were obtained via keyword searches for "Engineering" AND "service-learning," "community engagement" OR "civic engagement" using available databases. Search constraints included the year of publication, peerreviewed articles, and articles written in English. The content analysis method was used to categorize, summarize, and evaluate selected articles. A total of 120 articles have been reviewed.Results: This systematic review identified recent trends in engineering community engagement programs. Undergraduate students were the main program participants. The vast majority of projects took place in the United States.Overall, community engagement projects increasingly recruited multidisciplinary students. Factors such as logistics constraints, cultural barriers, and disconnect issues were reported as major challenges to the success of engineering community engagement programs. Qualitative research dominated community engagement studies. The community partner remains a less-studied subject. Research focusing on engineering graduate students in community engagement was rare. Conclusions: To obtain a holistic understanding of community engagement in engineering education, additional research should focus on community partners' perspectives, graduate students in engineering, diversity, and holistic assessments.

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Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community

Cited by 18 publications

References 34 publications

Funds of Knowledge in STEM Education: A Scoping Review

Funds of Knowledge in STEM Education: A Scoping Review

STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance

Community engagement in engineering education: A systematic literature review

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