Design of a Culturally Situated Hybrid Immersive and Hands-On STEM Learning Environment for Middle School Students on Navajo Nation
DOI:
https://doi.org/10.56198/zp6t1b42Keywords:
Science, Engineering, Middle School, Virtual, Culturally Relevant, IndigenousAbstract
This extended abstract describes early-stage research on the research, design, and development of two culturally situated STEM curriculum units for Navajo Nation (Diné) middle school students, on the topics of energy and water, blending immersive and hands-on experiences. The first unit addresses the significant issue of energy access on Navajo Nation, where 32% of homes lack electricity. Culturally relevant, virtual experiences provide engaging and motiving narrative-based contexts for learning, aiming to inspire the next generation of Diné engineers and scientists to use their cultural and STEM knowledge to support their communities. We present the design of a prototype exploring options for solar energy on Navajo Nation, using immersive, place-based virtual representations, and feedback from teachers and students who engaged with the prototype. We describe the design of the full energy unit, and upcoming plans for classroom testing during spring, 2025. Initial findings from this classroom testing will be shared in the poster presentation of this extended abstract at the ILRN conference in June 2025.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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