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首页> 外文学位 >Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui.
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Culturally responsive engineering education: A case study of a pre-college introductory engineering course at Tibetan Children's Village School of Selakui.

机译：具有文化响应性的工程教育：以实乐来藏族儿童村学校的大学预科入门工程课程为例。

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摘要

Culturally responsive teaching has been argued to be effective in the education of Indigenous youth. This approach emphasizes the legitimacy of a group's cultural heritage, helps to associate abstract academic knowledge with the group's sociocultural context, seeks to incorporate a variety of strategies to engage students who have different learning styles, and strives to integrate multicultural information in the educational contents, among other considerations.;In this work, I explore the outcomes of a culturally responsive introductory engineering short course that I developed and taught to Tibetan students at Tibetan Children's Village of Selakui (in Uttarakhand, India). Based on my ethnographic research in Tibetan communities in northern India, I examine two research questions: (a) What are the processes to develop and implement a pre-college culturally responsive introductory engineering course? and (b) How do Tibetan culture and Buddhism influence the engineering design and teamwork of the pre-college Tibetan students who took the course?;I designed then taught the course that featured elementary lectures on sustainability, introductory engineering design, energy alternatives, and manufacturing engineering. The course also included a pre-college engineering design project through which Tibetan high school students investigated a problem at the school and designed a possible solution to it.;Drawing from postcolonial studies, engineering studies, engineering and social justice, Buddhist studies, and Tibetan studies, I provide an analysis of my findings. Based on my findings, I conclude that my culturally responsive approach of teaching was an effective method to help students feel that their cultural background was respected and included in a pre-college engineering course; however, some students felt resistance toward the teaching approach. In addition, the culturally relevant content that connected with their ways of living in their school, Tibetan communities, and surroundings helped the students to relate to abstract concepts in familiar settings. Lastly, they appreciated that I brought to the course relevant information about technology and society in India (their host country), engineers' work in industry, technologies used in other contexts as well, and projects that show how engineers can help to alleviate poverty.;The findings of my research can inform (a) educators who are interested in integrating culturally responsive activities in their teaching methods, (b) researchers or teachers in ethnic minority schools abroad, (c) educators interested in developing engineering activities or courses for underrepresented ethnic minorities, ethnic diasporas or refugee youth in the United States, and (d) facilitators at multicultural engineering summer camps in the United States.
机译：人们认为，对文化敏感的教学在土著青年教育中是有效的。这种方法强调了小组文化遗产的合法性，有助于将抽象的学术知识与小组的社会文化背景联系起来，寻求整合各种策略来吸引具有不同学习风格的学生，并努力将多元文化信息整合到教育内容中，在这项工作中，我探索了文化响应性入门工程短期课程的成果，该课程是我在印度北阿坎德邦的塞拉库伊藏族儿童村开发并教给藏族学生的。根据对印度北部藏族社区的人种学研究，我研究了两个研究问题：（a）开发和实施大学前文化响应性入门工程课程的过程是什么？ （b）藏族文化和佛教如何影响参加该课程的大学预科藏族学生的工程设计和团队合作？；我设计然后教授了该课程，该课程的特色是关于可持续性，工程学入门设计，能源替代以及制造工程。该课程还包括一个大学预科工程设计项目，通过该项目，藏族高中生在学校调查问题并设计解决方案;借鉴后殖民主义研究，工程学，工程与社会正义，佛教研究和藏族研究研究中，我对自己的发现进行了分析。根据我的发现，我得出结论，我的文化响应式教学方法是一种有效的方法，可以帮助学生感到他们的文化背景受到尊重，并被包括在大学预科工程课程中。但是，有些学生对教学方法感到抵触。此外，与他们在学校，藏族社区和周围环境中生活方式有关的文化相关内容有助于学生在熟悉的环境中与抽象概念相关联。最后，他们赞赏我将有关印度（其所在国）的技术和社会，工程师在工业中的工作，在其他情况下使用的技术以及有关展示工程师如何帮助减轻贫困的项目的相关信息也带入了课程。 ；我的研究结果可以告知（a）有兴趣将文化反应活动纳入其教学方法的教育者，（b）国外少数民族学校的研究人员或教师，（c）有兴趣开展工程活动或针对代表性不足的课程的教育者美国的少数民族，散居在国外的难民或青年，以及（d）美国多元文化工程夏令营的协助者。

著录项

  • 作者

    Santiago, Marisol Mercado.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Science education.;Ethnic studies.;Asian studies.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 468 p.
  • 总页数 468
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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