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This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data.
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This content will become publicly available on June 14, 2026
Design of a Culturally Situated Hybrid Immersive and Hands-On STEM Learning Environment for Middle School Students on Navajo Nation
This extended abstract describes early-stage research on the research, design, and development of two culturally situated STEM curriculum units for Navajo Nation (Diné) middle school students, on the topics of energy and water, blending immersive and hands-on experiences. The first unit addresses the significant issue of energy access on Navajo Nation, where 32% of homes lack electricity. Culturally relevant, virtual experiences provide engaging and motiving narrative-based contexts for learning, aiming to inspire the next generation of Diné engineers and scientists to use their cultural and STEM knowledge to support their communities. We present the design of a prototype exploring options for solar energy on Navajo Nation, using immersive, place- based virtual representations, and feedback from teachers and students who engaged with the prototype. We describe the design of the full energy unit, and upcoming plans for classroom testing during spring, 2025. Initial findings from this classroom testing will be shared in the poster presentation of this extended abstract at the ILRN conference in June 2025.
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- Award ID(s):
- 2241802
- PAR ID:
- 10611130
- Publisher / Repository:
- Immersive Learning Research Network
- Date Published:
- Subject(s) / Keyword(s):
- Science, Engineering, Middle School, Virtual, Indigenous
- Format(s):
- Medium: X
- Location:
- Chicago, IL, USA
- Sponsoring Org:
- National Science Foundation
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