PGE/SEP: Gender Differences in the Perception and Use of Informal Science Learning Website

PGE/SEP：非正式科学学习网站的认知和使用中的性别差异

• 批准号: 0086338
• 负责人: Pamela Aschbacher
• 金额: $ 10万
• 依托单位: California Institute of Technology
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-01-01 至 2003-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0086338&HistoricalAwards=false
• 关键词: PGE; SEP; Gender; Differences; Perception

This project investigates the potential to promote understanding and interest in science among middle school girls on an informal science learning web site called Whyville. Whyville provides an environment for students to explore scientific phenomenon, together with other students, and participate in both scientific and design activities. Preliminary studies of the current Whyville users show that over 60% of the users are girls, most from grades 4-8. Because Whyville is successful in attracting girls to a science oriented site, it is poised to be a potentially powerful tool for motivating and educating girls in science.The proposed project would use several methodologies to investigate Whyville characteristics, participants, and effects. A survey of the current Whyville users (N=600) will gather data on science interest, demographics, and background. Focus groups with current users (N=20) will be conducted on-line, within Whyville, to gather information on site use. A group of first time users (N=60) will be recruited from local schools and given a science interest and background survey, as well as a pre-assessment before entering Whyville. Then, using a tracking program, a subset of the current users (N=60) and all first time users will have their movements on the site monitored for three months in order to determine the activities of greatest interest and appeal. A subgroup (N=20) of new and current users will "visit" Whyville in a lab setting where their use of the site will be tracked in depth. They will also participate in a "think aloud" session with an interviewer while using Whyville and will explain their perceptions and understanding of the science content. The new users will also be asked to complete an interim assessment at the end of their "think aloud" session. Finally, any subsequent voluntary use of Whyville by these new users will be tracked for three months and they will be asked to complete a post-assessment to provide a third comparison point for the impact of Whyville exposure on science concept knowledge.The research proposed should provide a number of benefits. Its examination of Whyville characteristics, participants, and effects may provide a model for researchers, evaluators and site developers in future work. The findings should suggest guidelines for improving the effectiveness of educational websites in attracting your girls' interest in science and technology, and they may have important implications for improving school-based learning as well.

这个项目在一个叫做Whyville的非正式科学学习网站上调查了促进中学女生对科学的理解和兴趣的潜力。Whyville为学生提供了一个探索科学现象的环境，与其他学生一起，并参与科学和设计活动。对目前Whyville用户的初步研究表明，超过60%的用户是女孩，大多数是4-8年级的女孩。由于怀维尔成功地将女孩吸引到一个以科学为导向的网站，它有望成为一个潜在的强大工具，在科学方面激励和教育女孩。拟议的项目将使用几种方法来调查为什么维尔的特征、参与者和影响。对Whyville当前用户(N=600)的调查将收集有关科学兴趣、人口统计和背景的数据。与当前用户(N=20)的焦点小组将在怀维尔内在线进行，以收集关于网站使用的信息。将从当地学校招募一组首次使用者(N=60)，对他们进行科学兴趣和背景调查，并在进入怀维尔之前进行预评估。然后，使用一个跟踪程序，当前用户(N=60)和所有首次用户的子集将在三个月内对他们在网站上的活动进行监控，以确定最感兴趣和最有吸引力的活动。一个由新用户和现有用户组成的小组(N=20)将在实验室环境中访问Whyville，深入跟踪他们对网站的使用情况。他们还将在使用Whyville的同时与采访者一起参加一个“大声思考”的会议，并将解释他们对科学内容的看法和理解。新用户还将被要求在他们的“大声思考”课程结束时完成一项中期评估。最后，这些新用户随后自愿使用Whyville的情况将被跟踪三个月，他们将被要求完成后评估，以提供第三个比较点，以确定Whyville接触对科学概念知识的影响。拟议的研究应该会提供一些好处。它对Whyville特征、参与者和影响的研究可能会为研究人员、评估者和网站开发商在未来的工作中提供一个模式。这些发现应该为提高教育网站在吸引你的女孩对科学技术的兴趣方面的有效性提供指导方针，它们也可能对改善校本学习具有重要意义。