Abstract
Effective non-traditional approaches to environmental lesson delivery and enrollee evaluation remain ephemeral in northern Manitoba as indicated by negative local attitudes towards imported and metropolitanized instruction (Martin, 2014; Mercredi, 2009). Current pandemic aside, and as increased attrition and abysmal failure rates have not changed in decades, there is relevance in exploring the experiential context and local implications of an inductive student model intended to improve remote environmental understanding and scholastic performance. To help prevent perpetuating a dis-order in which Indigenous expressions are neither recognized nor developed, learning experiences of University College of the North (UCN) students concerning regional freshwater availability and the calculation of stream flow were documented. Using componential analysis and participatory video as a mediating technology, allied empirical test scores and codified normative elements of self and environmental ‘awareness’ in traditional classrooms versus boreal settings were examined. Three exploratory factor axes explained more than 50% of the variance from an integrated but diverse set of 27 chosen variables. Titled axes declining in order of importance were Environmental Engagement, Scholastic Scoring and Non-Conventional Lesson Delivery. Seventy percent of unsolicited adult student responses suggest moralization and unique meta-ethical quale were undeniably and academically important. Empirical-‘ized’ findings advocate UCN must now ask which aspects of curriculum design, lesson delivery and enrollee assessment might result in greater scholastic success when nurturing personalized transformations in the milieu of ongoing threats to both freshwater sustainability and Cree safeguarding paradigms in northern Manitoba.
Highlights
1.1 Obligatory EngagementSustainability challenges related to monitoring freshwater in remote segments of northern Manitoba center on place-based awareness and technical aptitude
Digital recording by the students themselves proved attractive when addressing conceptualizations of this ethnographic activity. Did this visual imagery and modified participatory video (PV) technique provide descriptive ‘allied’ analyses of University College of the North (UCN) student attitudes and behaviors, it was instrumental in exploring theorized factor-associations with previously investigated test scores to provide penetrating results
Contextualized by situated accomplishment and chronicled using participatory video (PV) as a mediating ethnosscience, discussion of these integrated findings reveal exciting learning trends based on empirical test scores and allied quantified affective insights arising from unsolicited UCN student response to four comparative and tested lesson deliveries
Summary
1.1 Obligatory EngagementSustainability challenges related to monitoring freshwater in remote segments of northern Manitoba center on place-based awareness and technical aptitude. Despite expressions of local values being ubiquitous, eco-intelligent erudition lacks conventions for human-dimensions research ethnosemantically designed to explore normative constructs, inter-cultural group-mindedness and regional meta-physical ‘gifts’ in context. In effect, this means overcoming similar training obstacles of geographic remoteness that Snowden (1983) implicated in eastern Canada’s Fogo Islands including isolation, an agentic lack of confidence, and the conscientious use of nature. This means overcoming similar training obstacles of geographic remoteness that Snowden (1983) implicated in eastern Canada’s Fogo Islands including isolation, an agentic lack of confidence, and the conscientious use of nature These edusemiotic connections bridging the gap between science, practical experience, transformation in habits and responsive obligatory engagement, have largely been ignored in Manitoba’s North; jsd.ccsenet.org
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