Applying modified participatory video and popular education to improve environmental science learning in northern Manitoba
Notice bibliographique
Résumé
Northern Indigenous communities are confronted by many social and economic barriers as well as declines in the sustainability of freshwater which has emerged as a crucial issue in these regions. Responses to challenges are compromised by an education system that is still imported from the South and fails to reflect the rich cultural traditions of the North. It is in these remote locales that freshwater maintainability and insightful caring are felt directly, and it is within these same communities that alternative place-based learning will accomplish the most. The University College of the North has recently developed an approach that is cross-cultural in nature and grounded both in western science and the traditions of nearby Oji-Cree communities. Although culturally appropriate, the continued absence of diversity in lesson delivery and entry-level assessment of adult student performance inadvertently enforces a uni-dimensional Euro-dominant model of education. This study explores the implications of different approaches to environmental education on academic performance and experience in northern Manitoba. In addition to conventional lesson delivery, the value of non-conventional approaches using participatory video and situated education were explored. Experiences and learning outcomes of 97 incoming students from seven different academic programs centered on an exercise that calculated stream flow. Outcomes were assessed using competency-based field skills tests and ‘unsolicited’ student interview responses. Non-conventional approaches were characterized by improved academic performance, raised environmental consciousness, and overt acts of engagement creating global context at a personal level concerning freshwater supply. Situated in-stream opportunities and participatory video not only stimulated transformative moments, but significantly increased (p=0.003) mean test scores by 26%, raised Indigenous student technical skillset scores by 12% (p = 0.05), and significantly improved (p=0.07) conceptual understanding. Increases in performance were exhibited by students who were Indigenous, female, and those registered in the natural resource program, supporting the importance of participatory video and experiential learning in postsecondary education. The results of this study show implementation of ‘alternative’ non-conventional lesson deliveries will increase student awareness and ‘individual advocacy’ regarding freshwater conservation while also helping improve the success and retention of postsecondary students across northern Manitoba, and for that matter Canada.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».