Research and Development on Understanding STEM Identity Using Live Cultural Experiences

该项目是普拉特研究所和俄勒冈州州立大学教师的合作项目，将探讨如何以适合其文化身份的方式向科学，技术，工程和数学（STEM）低亲和力或无亲和力的人介绍STEM想法，并旨在实现合理的结果，允许持续的STEM参与。该项目将研究一种新的模式，作为科学学习如何融入文化活动的小规模范例，吸引那些不认为自己对科学或与STEM相关的更广泛概念感兴趣的观众。 该模型将科学与艺术，音乐和游戏相结合，制作现场活动，游戏，动手工作坊和互动戏剧作品，旨在激发好奇和兴奋。基本原则是：为观众创造独特的机会，以非正统的方式体验科学，在这些活动中与观众联系，并帮助科学家吸引他们通常无法接触到的公众。 该项目的目标是通过仔细检查纽约市两个年度FIGMENT艺术节的实施情况，正式研究和改进迄今为止已经探索的实践，并根据三个理论框架确定结果：国家研究理事会提出的科学参与的六个方面，后续活动的概念，以及随后的强化经验。初步评估结果表明，该模型在促进非正式STEM学习和为科学家提供科学培训和经验的宝贵公众参与方面是有效的。 参与的科学家成功地在通常不参与科学的观众中引起了兴趣和注意力，从而为随后的体验打开了大门。 这项研究将是一个准实验的方法，以测试在何种程度上遇到模型的学习经验创造了更高的概率，积极寻求随后的科学经验。 项目交付成果包括为专业人员提供如何扩大STEM受众的指南，目标是希望将科学内容纳入其活动的文化机构，以及希望将其活动纳入文化环境的其他机构。该指南将以阐明该模式背后原则的研究和评价为基础。这项工作由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。

This project, a collaboration of faculty at Pratt Institute and Oregon State University, will explore how people with low to no affinity for science, technology, engineering and math (STEM) can be introduced to STEM ideas in ways that are appropriate for their cultural identity and designed to achieve reasonable outcomes that allow for continued STEM engagement. This project will study a new model, as a small scale exemplar of how science learning can be integrated into cultural events that attract audiences who do not identify themselves as interested in science or broader concepts associated with STEM. The model integrates science with art, music and play, producing live events, games, hands-on workshops, and interactive theater productions that are intended to inspire wonder and excitement. The basic principles are: to create unique opportunities for audiences to experience science in unorthodox ways, to connect with audiences at these events, and to help scientists engage a public they do not normally reach. The goal of this project is to formally study and improve upon the practices that have been explored to date by carefully examining the implementation at two annual FIGMENT arts festivals in New York City and to determine outcomes based on three theoretical frameworks: the six strands of science engagement proposed by the National Research Council, the concept of follow-up activity, and subsequent reinforcing experiences. Initial evaluation results indicate the model is effective in advancing informal STEM learning and providing valuable public engagement with science training and experience for scientists. Participating scientists succeed in creating interest and attentiveness in audiences that do not normally engage in science, thereby opening the door for subsequent experiences. The research will be a quasi-experimental approach to test the degree to which encounters with model's learning experiences create a higher probability to actively seek subsequent science experiences. Project deliverables include a how-to guide for professionals on expanding STEM audiences targeted at cultural institutions who want to incorporate science content into their activities, and for other institutions who want to integrate their activities into cultural settings. The how-to guide will be based on the body of research and evaluations developed that will illuminate the principles behind the model. This work is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.