Abstract

This article presents findings from TechTales, a participatory design research (PDR) project where learning scientists, public library staff members, informal science educators, and staff members from Native-American-serving organizations collaborated to design a family-based robotics workshop that was grounded in storytelling. We approach this by engaging Indigenous ways of knowing and being from a sociocultural learning theory perspective. Through analyzing families-in-interaction as they constructed dioramas with robotics that told their family stories, we explore how cultivating consequential learning environments in STEM is intimately intertwined with historicity, knowledge systems, and the agentic positioning of learners to design new technologies. We find that using storywork as the design focus of building dioramas created learning environments where computer programing and robotics became dynamic tools toward family-making, collaboration, and the active presencing of Indigenous knowledge systems and cultural practices. Living and interrelating with story and its knowledge systems through making were enactments of Indigenous resurgence in everyday ways. From a structure of social practices perspective, this opens up learning spaces for engagement in STEM-Art practices and in relation to other social practices of consequence, such as cultural flourishing and affiliation, collaboration and family-making, and societal repositioning.

摘要

本文介绍了TechTales的发现，TechTales是一个参与性设计研究（PDR）项目，学习科学家，公共图书馆的工作人员，非正式的科学教育者以及美国原住民服务组织的工作人员共同合作，设计了一个基于家庭的机器人技术研讨会，在讲故事。从社会文化学习理论的角度出发，我们通过采用土著人的知识和存在方式来解决这一问题。通过分析互动中的家庭在用机器人讲述他们的家庭故事来构造立体模型时，我们探索了STEM中的结果学习环境如何与历史性，知识系统以及学习者设计新技术的代理商定位紧密地交织在一起的。我们发现，将故事工作作为建造立体模型的设计重点，可以创建学习环境，其中计算机程序设计和机器人技术已成为实现家庭建立，协作以及土著知识系统和文化实践的积极存在的动态工具。通过故事生活与故事及其知识系统的相互联系是土著复兴的日常习俗。从社会实践的结构角度来看，这为参与STEM-Art实践以及其他与结果相关的社会实践（例如文化的繁荣和归属，合作与家庭创造以及社会重新定位）的学习提供了学习空间。并积极发挥土著知识体系和文化习俗的作用。通过故事生活与故事及其知识系统的相互联系是土著复兴的日常习俗。从社会实践的结构角度来看，这为参与STEM-Art实践以及其他与结果相关的社会实践（例如文化的繁荣和归属，合作与家庭创造以及社会重新定位）的学习提供了学习空间。并积极发挥土著知识体系和文化习俗的作用。通过故事生活与故事及其知识系统的相互联系是土著复兴的日常习俗。从社会实践的结构角度来看，这为参与STEM-Art实践以及其他与结果相关的社会实践（例如文化的繁荣和归属，合作与家庭创造以及社会重新定位）的学习提供了学习空间。