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

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Abstract

Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.

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Notes

  1. The term “American Indian” is used throughout the article. American Indian is a federally recognized term; in addition, through multiple conversations with individuals who identify themselves as American Indian, the use of the term was deemed appropriate.

  2. Although snow snakes was played historically in the community associated with this study, the game was not an active part of students’ lives prior to the efforts described in this article.

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Acknowledgments

This material is based upon work supported by the National Science Foundation under Grant No. 0737565. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The snow snake curriculum was the result of a very thoughtful collaboration between the people of the White Earth Nation and the University of Minnesota. More importantly, the snow snake curriculum would not have been possible if it were not for the tribal communities that created this beautiful game and have kept the tradition alive amidst the technological age in which we all live. A special thank you is extended to the knowledge keepers that keep the flame of tradition, language, and sport burning. A special thank you is also extended to Robert Shimek for his willingness to share his knowledge throughout this project.

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Correspondence to Brant G. Miller.

Appendix: student initial, midpoint, and final interview questions

Appendix: student initial, midpoint, and final interview questions

Initial student interview

What are two things about learning activities at your school that you really like, or that are really important to you?

Probes: Why is it really important to you? What do you like about it? What does it mean to you?

What are two things about learning activities at your school that you wish were different, or that you might like to change?

Probes: Why would you like to change it? How do you wish that it was? What do you think you could do to change it? Do you think that would make a difference? What do you think would need to happen for it to change? Is there anything else you would really like to change?

What is your favorite subject in school?

Probes: Why is it your favorite subject? Can you tell me a story about an experience with that subject that makes it your favorite?

What is your least favorite subject in school?

Probes: Why is it your least favorite subject? Can you tell me a story about an experience with that subject that makes it your least favorite?

Do you feel like you are good at science? Explain.

Probe: Can you tell me how you might use what you have learned about science through snow snakes in your life?

Do you think science can help you in your life? How?

Probes: How did you learn these two things? Can you tell me about how you might use science in your life? For what purposes would you use science?

What would you say to your little brother or sister (or someone younger) if he or she were wondering what science was? What would you tell them? How would you describe science to them? Are there other things that you think of? What would you say to a student at your school that said, “What’s the point of learning science?” What would you say if the student said that they have learned enough science already?

Midpoint student interview

What is a snow snake?

Probes: Can you tell me about your experience with snow snakes to this point?

What snow snake experiences stick out in your mind so far? Highlights? Why are these experiences memorable to you?

Probes: Classroom activities? Computer activities? Outside activities?

What have you learned about science, technology, engineering, and mathematics while working with snow snakes?

Probes: Was there an area of science, technology, engineering and mathematics that stuck out more than another?

Can you tell me about an experience where you have felt success with snow snakes?

To this point in snow snake activities, do you feel that you have been successful in what you have been asked to do?

Probes: What made you feel successful? What did success feel like?

Do you feel like you are good at science? Explain.

Probe: Can you tell me how you might use what you have learned about science through snow snakes in your life?

Can you tell me about your experience with snow snakes on the computer?

Probes: What part of snow snakes on the computer have you liked the best? Why?

Final student interview

In your mind, how were snow snake activities done in school different from other school activities? How were snow snake activities similar to other school subjects?

Probes: Were you more interested in snow snake activities compared to other school activities?

Are there snow snake activities that were memorable to you? Please explain. Are there snow snake activities that you feel were useful to you? Please explain.

Probes: How could the things you have learned through snow snakes be used in other parts of your life?

Can you tell me two things you learned about science through snow snakes?

Probes: How did you learn these two things? Can you tell me about how you might use science in your life?

Can you tell me two things you know about math through snow snakes?

Probes: How did you learn these two things? Can you tell me about how you might use math in your life?

Can you tell me two things you know about technology through snow snakes?

Probes: How did you learn these two things? Can you tell me about how you might use technology in your life?

Can you tell me two things you know about engineering through snow snakes?

Probes: How did you learn these two things? Can you tell me about how you might use engineering in your life?

What would you say to your little brother or sister (or someone younger) if he or she were wondering what science was? What would you tell them?

Tell me about how your ideas from the snow snake prototypes worked in constructing your full size snow snake. Was making prototypes helpful to your thinking about how a snow snake travels and designing your full size snow snake? Can you explain?

Did you participate in the snow snake festival last weekend? If so, tell me about your experience

Probes: What was the best part about the snow snake festival for you?

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Miller, B.G., Roehrig, G. Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community. Cult Stud of Sci Educ 13, 31–58 (2018). https://doi.org/10.1007/s11422-016-9738-4

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