CAREER: Projective Reflection: Learning as Identity Exploration within Games for Science

职业：投射反思：科学游戏中的学习作为身份探索

• 批准号: 1350707
• 负责人: Aroutis Foster
• 金额: $ 76.49万
• 依托单位: Drexel University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-01 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1350707&HistoricalAwards=false
• 关键词: CAREER; Projective; Reflection; Learning; Identity

AbstractEducation stakeholders from advocates to developers are increasingly recognizing the potential of science games in advancing student academic motivation for and interest in science and science careers. To maximize this potential, the project will use science games (e.g. Land Science, River City, and EcoMUVE), shown to be enjoyable to students and proven to promote student learning in science at the middle school level. Through a two-phase process, games will be used as vehicles for learning about ways to change how students think about science and potentially STEM careers. The goal of the intervention is to explore which processes and design features of science games will actually help students move beyond a temporary identity of being a scientist or engineer (as portrayed while playing the game) to one where students began to see themselves in real STEM careers. Students' participation will be guided by teams of teachers, faculty members, and graduate students from Drexel University and a local school. All science students attending the local inner city middle school in Philadelphia, PA, will participate in the intervention.Using an exploratory mixed-method design, the first two years of the project will focus on exploring, characterizing, coding, and analyzing data sets from three large games designed to help students think about possible careers in science. During year 3, the project will integrate lessons learned from the first two years into the existing middle school science curriculum to engage students in a one-year intervention using PCaRD (Play Curricular activity Reflection Discussion). During the intervention, the PI will work with experts from Drexel University and a local school to collect data on the design features of Land Science to capture identity change in the science identity of the participating students. Throughout the course of year 3, the PI will observe, video, interview, survey, and use written tasks to uncover if the Land Science game is influencing students' identity in any way (from a temporary to a long-term perspective about being a scientist or engineer). Data collected during three specified waves during the intervention will be compared to analyses of existing logged data through collaborations with researchers at Harvard University and the University of Wisconsin-Madison. These comparisons will focus on similar middle-aged science students who used the same gaming environments as the students involved in this study. However, the researcher will intentionally look for characteristics related to motivation, science knowledge, and science identity change. This project will integrate research and education to investigate learning as a process of change in student science identity within situated environmental contexts of digital science gameplay around curricular and learning activities. This integrated approach will allow the researcher to explore how gaming is inextricably linked to the student as an individual while involved in the learning of domain specific content in science. The collaboration among major university and school partners; the expertise of the researcher in educational psychology, educational technology, and science games; and the project's advisory board makes this a real-life opportunity for the researcher to use information that naturally exists in games to advance knowledge in the field about the value of gaming to changing students' science identities. It also responds to reports by the National Research Council committee on science learning and computer games, which identifies games as having the potential to catalyze new approaches to science learning.

从倡导者到开发者的教育利益相关者越来越认识到科学游戏在提高学生对科学和科学事业的学术动机和兴趣方面的潜力。为了最大限度地发挥这一潜力，该项目将使用科学游戏（例如土地科学，河流城市和EcoMUVE），这些游戏对学生来说是愉快的，并被证明可以促进学生在中学阶段的科学学习。通过两个阶段的过程，游戏将被用作学习如何改变学生对科学和潜在STEM职业的看法的工具。干预的目标是探索科学游戏的哪些过程和设计特征实际上将帮助学生超越作为科学家或工程师的临时身份（如在玩游戏时所描绘的），让学生开始看到自己在真实的STEM职业中的角色。 学生的参与将由来自德雷克塞尔大学和当地学校的教师、教职员工和研究生团队指导。所有就读于宾夕法尼亚州费城市中心中学的理科学生都将参与干预。使用探索性混合方法设计，项目的前两年将专注于探索，描述，编码和分析三个大型游戏的数据集，旨在帮助学生思考可能的科学职业。 在第三年，该项目将把前两年学到的经验教训融入现有的中学科学课程，让学生参加为期一年的干预，使用PCaRD（发挥课程活动反思讨论）。在干预期间，PI将与来自德雷克塞尔大学和当地学校的专家合作，收集土地科学设计特征的数据，以捕捉参与学生科学身份的身份变化。在整个3年的过程中，PI将观察，视频，访谈，调查和使用书面任务来揭示土地科学游戏是否以任何方式影响学生的身份（从暂时到长期的角度来看，成为科学家或工程师）。通过与哈佛大学和威斯康星大学麦迪逊分校的研究人员合作，将干预期间在三个指定波期间收集的数据与现有记录数据的分析进行比较。这些比较将集中在与参与这项研究的学生使用相同游戏环境的中年理科学生身上。然而，研究者会有意识地寻找与动机、科学知识和科学身份变化相关的特征。 该项目将整合研究和教育，以调查学习作为学生科学身份变化的过程，在课程和学习活动周围的数字科学游戏的环境背景下。这种综合方法将使研究人员能够探索游戏如何与学生作为一个个体密不可分，同时参与科学领域特定内容的学习。主要大学和学校合作伙伴之间的合作;研究人员在教育心理学，教育技术和科学游戏方面的专业知识;以及该项目的顾问委员会使研究人员能够利用游戏中自然存在的信息来推进该领域的知识游戏对改变学生科学身份的价值。它还回应了国家研究理事会科学学习和电脑游戏委员会的报告，该报告认为游戏具有催化科学学习新方法的潜力。