Abstract
This perspective article presents the CYCLES approach to climate change education for American Indian students. Our framework blends integrative science, technology, engineering, and mathematics (STEM) approaches to teaching and learning, place-based education, and inquiry-based strategies to provide cultural relevance to science learning that will empower American Indian students. Our integrative approach to STEM is aligned with the holistic, Indigenous world view that takes into account the myriad of interconnections between living and natural entities. Our place-based approach respects the close and sacred connections between Native peoples and the Earth. Our inquiry-based approach is designed to allow students to understand and value both scientific and Native ways of knowing about the world.
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