Research on an International Network for STEM Media Making and Student-Led Participatory Teaching

这一服务于实践的研究项目是佩珀丁大学和纽约科学馆的合作项目，将建立一个与STEM相关的媒体制作俱乐部网络，由美国和其他三个国家的12-19岁的课后学生和教师组成：肯尼亚、纳米比亚和芬兰。学生制作的媒体可能包括一系列格式，如视频、主题短片、游戏、计算机程序和互动书籍等专门应用程序。学生制作的媒体内容将集中在STEM主题的插图和教学上，共享媒体旨在帮助其他学生对科学产生热情并学习科学。这项建议建立在首席调查员先前关于本地化媒体俱乐部的工作的基础上，现在创建了一个国际网络，在这个网络中，课外学生和教师将与其他俱乐部进行远程合作。该项目的中心研究问题涉及学习、文化和合作的三个交叉主题：参与式教学的影响、虚拟网络以及跨文化和全球能力。这项研究将结合定性、跨文化和大数据方法。研究小组还将开发一个网络评估工具，使认知网络分析方法适应这一倡议的需要，这对项目的创新至关重要。这项工作由推进非正式STEM学习计划(AISL)资助，该计划旨在促进对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。

This Research in Service to Practice project, a collaboration of Pepperdine University and the New York Hall of Science, will establish a network of STEM-related Media Making Clubs comprised of after-school students aged 12 - 19 and teachers in the U.S. and in three other countries: Kenya, Namibia and Finland. The media produced by the students may include a range of formats such as videos, short subject films, games, computer programs and specialized applications like interactive books. The content of the media produced by the students will focus on the illustration and teaching of STEM topics, where the shared media is intended to help other students become enthused about and learn the science. This proposal builds on the principal investigator's previous work on localized media clubs by now creating an international network in which after-school students and teachers will collaborate at a distance with other clubs. The central research questions for the project pertain to three themes at the intersection of learning, culture and collaboration: the impact of participatory teaching, virtual networks, and intercultural, global competence. The research will combine qualitative, cross-cultural and big data methods. Critical to the innovation of the project, the research team will also develop a network assessment tool, adapting epistemic network analysis methods to the needs of this initiative. 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.