Collaborative Research: Expansive Meanings and Makings in ArtScience

合作研究：艺术科学的广泛意义和形成

• 批准号: 1348494
• 负责人: Beth Warren
• 金额: $ 82.29万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-10-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348494&HistoricalAwards=false
• 关键词: Collaborative; Research; Expansive; Meanings; Makings

AbstractExpansive Meanings and Makings in ArtScience will design and develop an innovative model of ArtScience learning for middle and high school age youth from communities underrepresented in STEM fields. ArtScience is an emerging movement emphasizing commonalities in thinking practices used by artists and scientists as they explore complex 21st century problems. Youth will engage in ArtScience inquiries in two scientific domains of significance to them and their communities: climate change and the human microbiome. The project investigates the hypothesis that an ArtScience approach will expand opportunities for historically underrepresented youth to develop meaningful understanding of core ideas related to Earth?s systems, ecosystems and microbiology as well as increased fluency with scientific and artistic practices related to the interpretation, production, and use of complex scientific visualizations. Design and research activities will be carried out collaboratively in informal and formal learning environments: in Seattle with a youth theatre company, Red Eagle Soaring, that serves primarily Native youth, and in Boston with a public high school, Boston Arts Academy, that serves youth from underrepresented communities. A multidisciplinary team of learning scientists, scientists, and artists will collaborate in the research, including: the Chèche Konnen Center at TERC, University of Washington, Broad Institute, and locally-based artists. In Seattle and Boston, youth will learn to interpret and investigate scientific visualizations from open access data exchanges. To help students connect with the larger, more complex visualizations, they will construct their own data on a smaller scale. Guided by participating scientists, artists and teachers, youth will learn to develop creative responses to the visualizations in ways that integrate scientific and artistic ideas, practices, materials, and concerns. This design-based research project will a) design and progressively refine an ArtScience model, b) document and analyze youths? engagement with ArtScience practices and their articulation with scientific practices, and c) assess growth in youths? conceptual understanding, fluency in use of scientific and artistic practices, and emerging identity relationships to science. A total of 100 youth will participate, 50 in each of two design cycles. Data sources will include videotapes of implementation sessions at each site, session log records, youth-generated artifacts, pre- and post-clinical interviews, and academic performance and attendance records. Data will be analyzed using interaction analysis, descriptive data analysis, discourse analysis, and life story and cognitive narratological approaches. Analyses will be coordinated across sites using shared, secure database and analysis software.This research will establish an empirical foundation in ArtScience learning that articulates with the new science frameworks and mobilizes the intellectual and creative potential of youth from communities historically underrepresented in STEM fields. Major outcomes will include an evidence-based model of ArtScience learning and evidence-based design principles that can guide adaptation of the model in formal and informal settings serving underrepresented youth. The model, design principles, assessment results, and examples of ArtScience inquiries will be shared widely through professional and community networks, locally, nationally and internationally. Through these efforts the project addresses both the STEM learning environments and broadening participation of the EHR Core program.

摘要艺术科学的扩展意义和素质将为STEM领域代表性不足的社区的初中和高中青年设计和开发一种创新的艺术科学学习模式。艺术科学是一个新兴的运动，强调艺术家和科学家在探索复杂的21世纪问题时所使用的思维实践的共性。青年将参与对他们和他们的社区具有重要意义的两个科学领域的ArtScience调查：气候变化和人类微生物群。该项目调查了这样一种假设，即艺术科学的方法将为历史上代表性不足的年轻人提供更多机会，让他们对与地球-S系统、生态系统和微生物学相关的核心思想产生有意义的理解，并提高对与解释、制作和使用复杂科学可视化有关的科学和艺术实践的流利性。设计和研究活动将在非正式和正式的学习环境中合作进行：在西雅图，与主要服务于土著青年的青年戏剧公司红鹰腾飞合作；在波士顿，与公共高中波士顿艺术学院合作，服务于代表性不足社区的青年。一个由学习科学家、科学家和艺术家组成的多学科团队将在研究中进行合作，其中包括：TERC的谢切科宁中心、华盛顿大学布罗德研究所和当地的艺术家。在西雅图和波士顿，年轻人将学习解释和研究开放访问数据交换中的科学可视化。为了帮助学生与更大、更复杂的可视化联系起来，他们将在较小的范围内构建自己的数据。在参与的科学家、艺术家和教师的指导下，青年将学习以融合科学和艺术的想法、实践、材料和关注的方式对可视化做出创造性的反应。这个以设计为基础的研究项目将a)设计并逐步完善ArtScience模型，b)记录和分析年轻人？参与艺术科学实践及其与科学实践的衔接，以及c)评估青少年的成长？对概念的理解，对科学和艺术实践的流利使用，以及与科学的新的身份关系。共有100名青年参加，每个设计周期50人。数据来源将包括每个地点执行会议的录像带、会议日志记录、青年制作的人工制品、临床前和临床后访谈以及学习成绩和出勤记录。数据将使用交互分析、描述性数据分析、话语分析以及生活故事和认知叙事学的方法进行分析。将利用共享的、安全的数据库和分析软件协调不同地点的分析。这项研究将为ArtScience学习建立一个经验基础，与新的科学框架相联系，并调动来自STEM领域历史上代表性不足的社区的青年的智力和创造潜力。主要成果将包括基于证据的艺术科学学习模式和以证据为基础的设计原则，这些原则可以指导该模式在正式和非正式环境中的调整，服务于代表性不足的青年。ArtScience调查的模型、设计原则、评估结果和范例将通过专业和社区网络在当地、国家和国际上广泛分享。通过这些努力，该项目既解决了STEM的学习环境，又扩大了EHR核心计划的参与。