학술논문
A Systematic Mapping Study of Place- and Land-Based Learning with Indigenous Populations in K-12 STEM Education
Document Type
Original Paper
Author
Source
Journal of Formative Design in Learning: A Publication of the Association for Educational Communications & Technology. 7(2):158-170
Subject
Language
English
ISSN
2509-8039
Abstract
This systematic mapping study describes the state of scholarly literature regarding place- and land-based learning within the context of Indigenous, K-12, STEM education. The eleven studies meeting the selection criteria for complete analysis were examined for common themes based on each study’s purpose, the definition of place-based or land-based education used, methodology, participants, aspects of place- or land-based education measured, aspect of inclusion of the Indigenous population, and findings/conclusion. The systematic, replicable method of the literature search is described in detail and recommended as a formative design process. Findings and analysis of the characteristics, trends, and issues in the literature provide formative knowledge for design and development of the Native Earth | Native Sky culturally relevant earth-sky STEM curriculum.