Collaborative Research: Expansive Meanings and Makings in ArtScience

摘要《艺术科学的扩展意义与构成》将为来自STEM领域代表性不足的社区的初高中年龄青少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21世纪复杂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有意义的两个科学领域的艺术科学研究：气候变化和人类微生物组。该项目调查了一种假设，即艺术科学方法将为历史上代表性不足的年轻人扩大机会，使他们对与地球有关的核心思想有意义的理解。S系统，生态系统和微生物学，以及与复杂科学可视化的解释，制作和使用相关的科学和艺术实践的流畅性。设计和研究活动将在非正式和正式的学习环境中协同进行：在西雅图，一个青年戏剧公司，红鹰翱翔，主要服务于土著青年；在波士顿，一所公立高中，波士顿艺术学院，服务于来自代表性不足的社区的青年。一个由博学的科学家、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ch<s:1> che Konnen中心、华盛顿大学、Broad研究所和当地艺术家。在西雅图和波士顿，年轻人将学习如何解释和调查开放获取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，他们将在较小的规模上构建自己的数据。在参与活动的科学家、艺术家和教师的指导下，青年们将学会以整合科学和艺术思想、实践、材料和关注的方式，对可视化做出创造性的反应。这个基于设计的研究项目将a)设计并逐步完善一个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？概念理解，熟练运用科学和艺术实践，以及新兴的与科学的身份关系。共有100名青年参加，每两个设计周期各50人。数据来源将包括每个地点实施会议的录像带、会议日志记录、青年生成的人工制品、临床前和临床后访谈、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、生活故事和认知叙事学方法进行分析。分析将使用共享的、安全的数据库和分析软件在各个站点之间进行协调。这项研究将为艺术科学学习建立经验基础，与新的科学框架相结合，并动员历史上在STEM领域代表性不足的社区的年轻人的智力和创造潜力。主要成果将包括以证据为基础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为代表性不足的青年服务。ArtScience调查的模型、设计原则、评估结果和例子将通过专业和社区网络，在地方、全国和国际上广泛分享。通过这些努力，该项目解决了STEM学习环境和扩大EHR核心计划的参与。

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.