How Did We Engage Resettled Chin Youth in Critical STEM Literacy Practices?

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Minjung Ryu, Shannon M. Daniel
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引用次数: 3

Abstract

Project RESET engaged resettled Chin refugee teens in critical STEM literacy practices in a community-based afterschool STEM enrichment program in the United States. Over the course of nine months, the participants multimodally and multilinguistically communicated their learning about weather, climate, and climate change, while also developing English proficiency. In this paper, we define critical STEM literacy drawing on current scholarship on critical science literacy and interdisciplinary STEM learning. We then present our four design principles of the learning environment for supporting critical STEM literacy and English learning and share examples from the program that demonstrate how the principles were enacted to engage youth. Drawing on our learning in this work, we will discuss implications for science educators who work with displaced or resettled youth in Asia and the Pacific regions that provide new homes for many displaced children and teens.
我们如何让重新安置的中国青年参与关键的STEM扫盲实践?
RESET项目在美国一个基于社区的课后STEM强化项目中,让重新安置的钦难民青少年参与关键的STEM扫盲实践。在九个月的时间里,参与者以多种方式和语言交流他们对天气、气候和气候变化的了解,同时提高英语水平。在本文中,我们借鉴当前关于批判性科学素养和跨学科STEM学习的学术,定义了批判性STEM素养。然后,我们介绍了支持关键STEM素养和英语学习的学习环境的四项设计原则,并分享了该项目的例子,展示了这些原则是如何制定的,以吸引年轻人。根据我们在这项工作中的学习,我们将讨论对亚洲和太平洋地区流离失所或重新安置青年的科学教育工作者的影响,这些地区为许多流离失所的儿童和青少年提供了新的家园。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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