A PROPOSED EXPLANATION FOR THE SUCCESS OF FIELDWORK IN NATIVE AMERICAN GEOSCIENCE EDUCATION BASED IN SITUATED INDIGENOUS KNOWLEDGE

We propose a framework drawing on research in field-based education and in cross-cultural science education that explains the prominent field-based components of the handful of persistent and successful geoscience education programs for indigenous communities in North America. These programs are primarily designed for adult learners, either in a post-secondary or technical education setting, and all include active collaboration between local indigenous communities and professional geoscientists. Similar strategies have also been successfully employed with Native American learners of all ages. Earth science curricula for indigenous learners share an explicit emphasis on outdoor education, a place and problem-based structure, and the explicit inclusion of traditional indigenous knowledge in the instruction. The emphasis on situated learning is natural and preferred for indigenous learners, as it makes science learning more relevant, and is consistent of what is known about preferred learning styles for people of many indigenous cultures. The success of this approach can be explained by applying research on field-based learning, especially the concept of Novelty Space. Novelty Space is the combined effect of the cognitive, geographic, and psychological effects of students working in new environments. If not properly addressed prior to field work, Novelty Space grows until it becomes a significant and often insurmountable barrier to learning for any students in a field environment. Observations of participants in our programs in recent years show that Native American participants are unusually well prepared to learn in the outdoor environment, and we attribute this to their advanced familiarity with their environment and other cultural factors which act to reduce Novelty Space even without special advance preparation. To further enhance the programs’ cultural relevance and to increase participant engagement, we also attempt to incorporate indigenous geoscience knowledge as often as possible. This study argues for the basic inherent flexibility of earth science education to reach and serve Native American learners, and explores opportunities for extracting generalizable lessons which may help expand the effectiveness of geoscience education for other under-represented groups.