Traditional ecological knowledge of stem concepts in informal and place-based western educational systems: lessons from the North Slope, Alaska

Abstract

Upon regaining the right to direct education at the local level, the North Slope Borough (NSB) of Alaska incorporated Iñupiat educational philosophies into the educational system. The NSB in partnership with the University of Alaska Fairbanks established Iḷisaġvik College, the only tribal college in Alaska. Iḷisaġvik College seeks to broaden science, technology, engineering, and mathematical education on the North Slope. Incorporation of place-based and informal lessons with traditional ecological knowledge engages students in education. Iḷisaġvik hosted a 2-week climate change program from 2012 -- 2015 for high school and middle school students that examined climate science and the effects of a warming climate on the local environment from a multitude of perspectives from scientists, Iñupiat Elders, and instructor-led field trips. Pre-assessments and post-assessments using the Student Assessment of Learning Gains tool measured students' interests and conceptual understanding. Students developed and enhanced their understanding of science concepts and, at the end of the program, could articulate the impact of climatic changes on their local environment. Similarly, methods to incorporate Indigenous knowledge into research practices have been achieved, such as incorporating field trips and discussion with Elders on the importance of animal migration, whale feeding patterns, and the significance of sea-ice conditions, which are important community concerns.