DIP: Collaborative Research: STEM Literacy through Infographics

DIP：合作研究：通过信息图表提高 STEM 素养

• 批准号: 1441481
• 负责人: Andee Rubin
• 金额: $ 32.18万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1441481&HistoricalAwards=false
• 关键词: DIP; Collaborative; Research; STEM; Literacy

The Cyberlearning and Future Learning Technologies Program funds efforts that support envisioning the future of learning technologies and advancing what we know about how people learn in technology-rich environments. Development and Implementation (DIP) Projects build on proof-of-concept work that showed the possibilities of the proposed new type of learning technology, and project teams build and refine a minimally-viable example of their proposed innovation that allows them to understand how such technology should be designed and used in the future and answer questions about how people learn with technology. An important issue in education is helping youth make sense of the scientific, technological, socio-scientific, and health data that is available. Technology exists for creating infographics to help others understand what data has to say, and this team's Cyberlearning Exploration (EXP) Project showed that engaging high schoolers in infographic-based data journalism has potential to pique their interest in science and data analysis and to improve their scientific and mathematical literacy. In this follow-on project, the project team, which includes experts in educational technology, mathematics education, and learning, is extending, refining, and evaluating different ways of using technologies for infographic design to foster STEM engagement and learning. The end result will be a set of social practices and technology tools to support learning through data journalism, increased understanding of how to foster STEM literacy, a set of professional development materials and infrastructure for helping teachers and after-school facilitators learn to implement data journalism, and a set of guidelines for data providers about how to make their scientific data usable by teachers and youth and how to structure it to support youth's developing data and science literacy skills. This work contributes to the emerging field of data science education -- fostering learners' ability to analyze and make sense of scientific, technological, and socio-scientific data and use it to solve problems of scientific, individual, and community importance.In their Cyberlearning EXP project, this project team showed the viability and promise of using infographic-based data journalism as a way to support engagement of young adults (high-school students) in STEM and improve their scientific and mathematical literacy. In this follow-on project, they are refining their approach and implementing the proposed socio-technical system in a variety of different educational venues, some formal and some informal, and including, over the set of venues, learners with a wide variety of different capabilities and interests and from a wide variety of backgrounds and cultures, teachers and facilitators with a wide variety of skills, allowing exploration of issues across a variety of populations. The innovation is the socio-technical system and tools for learning STEM content through infographic design. Tools and practices are being designed to provide a meaningful and supportive context in which youth can contextualize STEM in their own lives and the lives of others, navigate the deluge of scientific data that is available, and learn through authentic communication of their understandings. Research and development are highly connected, and research focuses on how to arrange social processes and tools to enable youth to move from personal interests to topics they can research and make sense of, the barriers that m ay be encountered in moving from personal interests to scientific pursuits and how to overcome those barriers, and how to support youth so that they come to recognize connections between their own lives and the world around them and the world of science. The effort also contributes to the emerging field of data science education and will extract insights about how to foster such learning, provide guidelines to data providers about how to design data portals for the public, and suggest design guidelines for data science tools.

网络学习和未来的学习技术计划资助了支持设想学习技术未来的工作，并推进我们对人们在技术丰富的环境中学习的了解。开发和实施（DIP）项目以概念验证工作为基础，该工作表明了拟议的新型学习技术的可能性，并且项目团队建立和完善了他们所提出的创新的最低限度可行的例子，使他们能够理解如何在未来设计和使用此类技术，并如何通过技术进行学习。 教育中的一个重要问题是帮助年轻人了解可用的科学，技术，社会科学和健康数据。创建信息图表的技术存在，以帮助他人了解数据所说的话，该团队的网络学习探索（EXP）项目表明，让高中生参与基于信息图的数据新闻业有可能引起他们对科学和数据分析的兴趣，并提高其科学和数学素养。在此后续项目中，包括教育技术，数学教育和学习专家的项目团队正在扩展，完善和评估使用信息图表设计的不同方法来促进STEM参与和学习。 The end result will be a set of social practices and technology tools to support learning through data journalism, increased understanding of how to foster STEM literacy, a set of professional development materials and infrastructure for helping teachers and after-school facilitators learn to implement data journalism, and a set of guidelines for data providers about how to make their scientific data usable by teachers and youth and how to structure it to support youth's developing data and science literacy skills.这项工作为数据科学教育的新兴领域做出了贡献 - 培养学习者分析和了解科学，技术和社会科学数据的能力，并利用它来解决科学，个人和社区重要性的问题。在他们的Cyber​​learning Exp项目中，这个项目团队表现出基于Infocricaprography的成年人的良好方式，并有助于培训，并有助于参与年轻人的研究，并有助于参与成年人的研究。扫盲。在这个后续项目中，他们正在完善自己的方法，并在各种不同的教育场所中实施拟议的社会技术系统，有些正式和一些非正式的教育场所，包括在各种不同的能力和兴趣和兴趣和兴趣和兴趣的学习者中，从各种背景和文化，教师和教师，教师和教职员中都有各种各样的技能，允许各种各样的探讨各种各样的信息，这些都是各种各样的探索，这些都是各种各样的探索，这些都是各种各样的探索范围。创新是通过信息图设计学习STEM内容的社会技术系统和工具。工具和实践旨在提供有意义和支持的环境，在这些环境中，青年可以在自己的生活和他人的生活中使STEM与STEM进行背景，从而导航可用的科学数据，并通过对他们的理解的真实交流来学习。研发是高度联系的，研究的重点是如何安排社会过程和工具，使青年从个人利益转变为可以研究和理解的主题，即从个人利益转变为科学追求以及如何克服这些障碍以及如何克服这些障碍以及如何支持年轻人以及如何支持自己的生活和周围的世界和世界上的科学领域的联系。这项努力还为数据科学教育的新兴领域做出了贡献，并将提取有关如何促进此类学习，向数据提供商提供有关如何为公众设计数据门户的指南的见解，并为数据科学工具提供设计指南。