Resumen
It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners? perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners? perspective of (a) Indigenous people; (b) the field of archaeology; and (c) STEM concepts, practices, and processes. Data were collected through 15 focus group interviews held approximately six weeks after the program?s conclusion. The results demonstrated that learners gained a new perspective of STEM, integrating Indigenous and Western perspectives; gained an understanding of archaeology and archaeological concepts; and made connections between STEM concepts embedded in the program and those within and outside of their school experience. Based on the results, we contend that the integration of alternative knowledges and ways of being and seeing the world within nonformal learning environments has the potential to diminish differences and/or tensions between Indigenous and Western knowledges and perspectives of STEM, as well as support archaeology as an approach to facilitating the learning and application of STEM concepts, practices, and processes.