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.

网络学习和未来学习技术计划资助的努力，支持设想学习技术的未来，并推进我们所知道的人们如何在技术丰富的环境中学习。开发和实施（DIP）项目建立在概念验证工作的基础上，展示了拟议的新型学习技术的可能性，项目团队建立并完善了他们提出的创新的最低可行性示例，使他们能够了解未来应该如何设计和使用这种技术，并回答有关人们如何使用技术学习的问题。 教育中的一个重要问题是帮助青年理解现有的科学、技术、社会科学和健康数据。技术存在于创建信息图以帮助其他人理解数据所表达的内容，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有可能激发他们对科学和数据分析的兴趣，并提高他们的科学和数学素养。在这个后续项目中，包括教育技术，数学教育和学习专家在内的项目团队正在扩展，改进和评估使用信息图表设计技术的不同方式，以促进STEM参与和学习。最终结果将是一套社会实践和技术工具，以支持通过数据新闻进行学习，提高对如何培养STEM素养的理解，一套专业发展材料和基础设施，以帮助教师和课后辅导员学习实施数据新闻，以及一套数据提供者指南，说明如何使教师和青年人能够使用其科学数据，以及如何构建这些数据以支持青年人的数据发展，科学素养技能。这项工作有助于数据科学教育的新兴领域-培养学习者分析和理解科学，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。该项目团队展示了使用基于信息图的数据新闻作为支持年轻人参与的一种方式的可行性和前景（高中生）在STEM和提高他们的科学和数学素养。在这一后续项目中，他们正在改进其方法，并在各种不同的教育场所实施拟议的社会技术系统，有些是正式的，有些是非正式的，在这些场所中，包括具有各种不同能力和兴趣、来自各种不同背景和文化的学习者、具有各种技能的教师和辅导员，允许探索各种人群的问题。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。正在设计工具和做法，以提供一个有意义的和支持性的环境，使青年能够在自己的生活和他人的生活中将STEM置于情境中，浏览大量可用的科学数据，并通过真实的交流来学习他们的理解。研究与发展密切相关，研究的重点是如何安排社会进程和工具，使青年能够从个人兴趣转向他们可以研究和理解的主题，从个人兴趣转向科学追求可能遇到的障碍以及如何克服这些障碍，以及如何支持青年，使他们认识到自己的生活与周围世界和科学世界之间的联系。这项工作还有助于新兴的数据科学教育领域，并将提取有关如何促进这种学习的见解，为数据提供者提供如何为公众设计数据门户的指导方针，并为数据科学工具提供设计指导方针。