442
Views
4
CrossRef citations to date
0
Altmetric
Research

Making a connection to field geoscience for Native American youth through culture, nature, and community

& ORCID Icon
Pages 487-504 | Received 31 Aug 2018, Accepted 05 May 2019, Published online: 10 Jun 2019

References

  • Aikenhead, G. S. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27(1), 1.
  • Aikenhead, G. S. (1997). Toward a first nations cross-cultural science and technology curriculum. Science Education, 81(2), 217–238.
  • Aikenhead, G. S. (2001). Integrating western and aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31(3), 337–355.
  • Aikenhead, G. S., & Jegedde, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36(3), 269–287.
  • Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026.
  • Cajete, G. (1986). Science: A Native American perspective: A culturally based science education curriculum (Doctoral dissertation). International College/William Lyon University, San Diego, CA.
  • Cajete, G. (1999). The native American learner and bicultural science education. In Next steps: Research and practice to advance Indian education (p. 27). New York: ERIC Clearinghouse on Rural Education and Small Schools.
  • Coladarci, T. (1983). High-school dropout among native Americans. Journal of American Indian Education, 23(1), 15–23.
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (Vol. 3). Thousand Oaks, CA: Sage.
  • Dalbotten, D., Ito, E., Myrbo, A., Pellerin, H., Greensky, L., Howes, T., … Yellowman, T. (2014). NSF-OEDG Manoomin science camp project: A model for engaging American Indian students in science, technology, engineering, and mathematics. Journal of Geoscience Education, 62(2), 227–243. doi: 10.5408/12-408.1
  • Dublin, R., Sigman, M., Anderson, A., Barnhardt, R., & Topkok, S. A. (2014). COSEE-AK ocean science fairs: A science fair model that grounds student projects in both Western Science and Traditional Native Knowledge. Journal of Geoscience Education, 62(2), 166–176. doi: 10.5408/12-411.1
  • Elliott, F. (2009). Science, metaphoric meaning, and indigenous knowledge. Alberta Journal of Educational Research, 55(3), 284–297.
  • Garrett, M. W. (1995). Between two worlds: Cultural discontinuity in the dropout of Native American youth. School Counselor, 42(3), 186–195.
  • Huffman, T. (2010). Theoretical perspectives on American Indian education: Taking a new look at academic success and the achievement gap. Lanham, MD: AltaMira Press.
  • Ingalls, L., Hammond, H., Dupoux, E., & Baeza, R. (2006). Teachers' cultural knowledge and understanding of American Indian students and their families: Impact of culture on a child's learning. Rural Special Education Quarterly, 25(1), 16–24.
  • Kauahikaua, J. P., & Babb, J. L. (Eds.). (2017). Conversing with Pelehonuamea: A workshop combining 1,000+ years of traditional Hawaiian knowledge with 200 years of scientific thought on Kīlauea volcanism (Version 1.0: Originally posted May 25, 2017; Version 1.1: June 29, 2017 ed.). Reston, VA.
  • Kvale, S. (2007). Conducting an interview. Doing Interviews. London, UK: Sage.
  • Lucero, N. M. (2010). Making meaning of urban American Indian identity: A multistage integrative process. Social Work, 55(4), 327–336. doi: 10.1093/sw/55.4.327
  • Ludwin, R. S., Dennis, R., Carver, D., McMillan, A. D., Losey, R., Clague, J., … James, K. (2005). Dating the 1700 Cascadia earthquake: Great coastal earthquakes in Native stories. Seismological Research Letters, 76(2), 140–146.
  • Marsiglia, F. F., Cross, S., & Mitchell-Enos, V. (1999). Culturally grounded group work with adolescent American Indian students. Social Work with Groups, 21(1-2), 89–102. doi: 10.1300/J009v21n01_08
  • McMillan, D. W. (1996). Sense of community. Journal of Community Psychology, 24(4), 315–325.
  • Medina-Jerez, W. (2008). Between local culture and school science: The case of provincial and urban students from Eastern Colombia. Research in Science Education, 38(2), 189–212. doi: 10.1007/s11165-007-9044-y
  • Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge and Kegan Paul.
  • Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10(4), 68–82.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • National Science Foundation. (2013). Bachelor's degrees awarded, by field, citizenship, and race/ethnicity: 2001–10. National Science Foundation.
  • Palacios, J., & Kennedy, H. P. (2010). Reflections of Native American teen mothers. JOGNN: Journal of Obstetric, Gynecologic & Neonatal Nursing, 39(4), 425–434. doi: 10.1111/j.1552-6909.2010.01149.x
  • Peat, F. D. (1997). Blackfoot physics and European minds. Futures, 29(6), 563–573. doi: 10.1016/S0016-3287(97)00028-1
  • Pewewardy, C. (2002). Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice. Journal of American Indian Education, 41(3), 22–56.
  • QSR International. (2012). The NVivo workbook. Melbourne, Australia: QSR International.
  • Redsteer, M. H., Kelley, K. B., Francis, H., & Block, D. (2014). Increasing vulnerability of the Navajo people to drought and climate change in the southwestern United States: Accounts from Tribal Elders. In N. D. J. Rubis & I. Krupnik (Eds.), Special report on indigenous people, marginalized populations and climate change. New York, NY: Cambridge University Press.
  • Ricci, J. L. (2014). Transforming native American youths' concepts of geoscience through a connection to culture, nature and community (Master’s thesis), Texas A&M University, College Station. Retrieved from http://hdl.handle.net/1969.1/152736
  • Riggs, E. M., & Marsh, D. G. (1998). The indigenous earth sciences project: Exploring the synthesis of Southern California Native American Traditional Knowledge and the earth sciences. GSA Today, 8, 12–13.
  • Riggs, E. M., Robbins, E., & Darner, R. (2007). Sharing the land: Attracting native American students to the geosciences. Journal of Geoscience Education, 55(6), 478–485.
  • Safran, S. P., & Safran, J. S. (1994). Native American youth: Meeting their needs in a multicultural society. The Journal of Humanistic Education and Development, 33(2), 50–57.
  • Semken, S. (2005). Sense of place and place-based introductory geoscience teaching for American Indian and Alaska Native undergraduates. Journal of Geoscience Education, 53(2), 149–157.
  • Smagorinsky, P., Anglin, J. L., & O'Donnell-Allen, C. (2012). Identity, meaning, and engagement with school: A native American student’s composition of a life map in a senior english class. Journal of American Indian Education, 51(1), 22–44.
  • Smith, D. W. (2013). Phenomenology. In E. N. Zalta (Ed.), The stanford encyclopedia of philosophy (Winter 2013 ed.). Stanford, CA: Stanford University.
  • Stairs, A. (1994). The cultural negotiation of indigenous education: Between microethnography and model-building. Peabody Journal of Education, 69(2), 154–171. doi: 10.2307/1492750
  • U.S. Census Bureau. (2013a). American Indian and Alaska Native Heritage Month. Retrieved from http://www.census.gov/newsroom/releases/img/cb13ff-26_aian.jpg
  • U.S. Census Bureau. (2013b). State and county quickfacts. Retrieved from http://quickfacts.census.gov/qfd/states/00000.html
  • Unsworth, S., Riggs, E., & Chavez, M. (2012). Creating pathways toward geoscience education for native American youth: The importance of cultural relevance and self-concept. Journal of Geoscience Education, 60(4), 384–392.
  • van der Hoeven Kraft, K. J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59(2), 71–84.
  • Van Hamme, L. (1996). American Indian cultures and the classroom. Journal of American Indian Education, 35(2), 21–36.
  • Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. London, ON: SUNY Press.
  • Wilson, P. (1991). Trauma of Sioux indian high school students. Anthropology & Education Quarterly, 22(4), 367–383. doi: 10.2307/3195660
  • Zwick, T. T., & Miller, K. W. (1996). A comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 35(2), 1–9.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.