Scaling up an innovative STEAM (Science, Technology, Engineering, Arts, & Mathematics) learning environment through two partnership models with industry and schools

扩大创新的 STEAM（科学、技术、工程、艺术、

• 批准号: 1657438
• 负责人: Reed Stevens
• 金额: $ 179.98万
• 依托单位: Northwestern University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-01 至 2021-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1657438&HistoricalAwards=false
• 关键词: Scaling; up; innovative; STEAM; Science

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The project will foster and research the broad implementation of an integrated suite of science, technology, engineering, arts/design, and mathematics (STEAM) learning innovations into schools called FUSE Studios. FUSE is a new kind of interest-driven learning experience that engages pre-teens and teens in learning technical, STEM workforce relevant skills and trans-disciplinary skills-often called 21st century skills, such as self-regulation, persistence, leadership, and critical thinking skills. The core activities in FUSE are a set of challenges. Each challenge uses a leveling up model from gaming and is carefully designed to engage participants in different STEAM topics and skill sets. FUSE currently has several dozen challenges areas such as robotics, electronics, biotechnology, graphic design, Android app development, 3D printing and more. Current project research demonstrates that FUSE is sparking and developing student interest in STEAM and information and communications technology (ICT) fields, especially among students who have not previously considered these career directions. The insights generated by this project will aid school leaders and teachers in adopting and organizing experiences for their students that emphasize youth interests, choice, diverse modes of interaction with knowledgeable others, and a wide range of innovative and heterogeneous learning opportunities in STEAM and ICT. Over the course of this project, FUSE Studios will double its current active reach by expanding to 40 new schools, with 160 new FUSE studios, and reach 16,000-21,400 new students, particularly underrepresented, minority students in under-resourced schools.The project will research two distinct but complementary strategies, for significantly broadening the implementation of FUSE. These two strategies are called the direct district engagement model and the industry partnership model. The research will focus on how these strategies are successful (or not) in leading to sustainable adoption and spread. Each strategy is designed to respond to distinct organizational conditions found in local schools and districts. The proposed project will investigate three distinct but related aspects of spreading a successful intervention: (a) the process of spreading FUSE project through the two strategies noted above, (b) the life cycle of an intervention (getting in, getting rooted, and spread) and, (c) the ways in which the project is adopted and adapted in different settings (nature of modifications and their impact on integrity of the program). The project will use the concept of a "tracer" from biological research as an analytic device to systematically follow how different institutions adopt, adapt and sustain the innovation (i.e., the FUSE model). In brief, the research will follow how FUSE gets rooted and spreads when it is introduced to the different schools and districts. The research will be guided by the Actor theory Network (ACT), which provides a set of empirical heuristics and concepts for tracing how ideas, practices and artifacts move and become progressively stabilized within social contexts. Studying the broad implementation of FUSE Studios will produce generalizable understandings of how innovative educational, workforce-related, technology experiences can be brought into schools in impactful and sustainable ways on a large scale. This research will make valuable contributions to the important and understudied question of how learning innovations are effectively scaled up.

该项目将推动学生和教师创新技术体验(ITEST)计划的努力，以更好地了解和促进提高学生在科学、技术、工程或数学(STEM)领域追求职业生涯的动机和能力的实践。该项目将促进和研究将科学、技术、工程、艺术/设计和数学(STEAM)学习创新的综合套件广泛实施到称为FUSE工作室的学校。FUSE是一种新的兴趣驱动型学习体验，让青少年参与学习技术、STEM劳动力相关技能和跨学科技能-通常被称为21世纪技能，如自我调节、毅力、领导力和批判性思维技能。FUSE的核心活动是一系列挑战。每项挑战都使用游戏中的升级模型，并精心设计以吸引参与者参与不同的STEAM主题和技能集。FUSE目前面临着数十个挑战领域，如机器人、电子、生物技术、平面设计、Android应用程序开发、3D打印等。目前的项目研究表明，FUSE正在激发和发展学生对蒸汽和信息通信技术(ICT)领域的兴趣，特别是在以前没有考虑过这些职业方向的学生中。该项目产生的见解将帮助学校领导和教师采用和组织学生的经验，强调青年的兴趣、选择、与知识渊博的其他人的多种互动模式，以及在STEAM和ICT方面的各种创新和不同的学习机会。在这个项目的过程中，FUSE工作室将把目前活跃的覆盖面扩大一倍，扩大到40所新学校，拥有160个新的FUSE工作室，并接触到16,000-21,400名新生，特别是资源不足的学校中代表不足的少数族裔学生。该项目将研究两种截然不同但相互补充的战略，以显著扩大FUSE的实施。这两种战略被称为直接地区参与模式和行业伙伴关系模式。研究的重点将是这些战略如何成功(或失败)导致可持续的采用和传播。每项战略都是针对当地学校和地区的不同组织条件而设计的。拟议的项目将调查传播成功干预措施的三个不同但相关的方面：(A)通过上述两种战略传播引信项目的过程，(B)干预措施的生命周期(融入、扎根和传播)，以及(C)项目在不同环境中被采用和适应的方式(修改的性质及其对计划完整性的影响)。该项目将利用生物学研究中的“示踪剂”概念作为一种分析手段，系统地跟踪不同机构如何采用、调整和维持创新(即引信模式)。简而言之，这项研究将跟踪FUSE在不同学校和地区引入时如何扎根和传播。这项研究将由行为者理论网络(ACT)指导，该网络提供了一套经验启发式和概念，用于追踪想法、实践和人工制品如何在社会背景下移动和逐渐稳定。研究FUSE工作室的广泛实施将产生对如何将创新的教育、与劳动力相关的技术经验以有效和可持续的方式大规模带入学校的概括性理解。这项研究将对如何有效地扩大学习创新这一重要而未被充分研究的问题做出有价值的贡献。

项目成果

“Failure is just another try”: Re-framing failure in school through the FUSE studio approach

“失败只是另一种尝试”：通过 FUSE 工作室方法重新定义学校​​的失败

• DOI: 10.1016/j.ijer.2019.10.004
• 发表时间: 2020
• 期刊: International Journal of Educational Research
• 影响因子: 3.2
• 作者: Hilppö, Jaakko;Stevens, Reed
• 通讯作者: Stevens, Reed

In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.

In-FUSE-ing STEAM 学习与空间推理：基于学校的制作活动中的分布式空间意义建构。

• DOI: 10.1037/edu0000422
• 发表时间: 2020
• 期刊: Journal of Educational Psychology
• 影响因子: 4.9
• 作者: Ramey, Kay E.;Stevens, Reed;Uttal, David H.
• 通讯作者: Uttal, David H.

Best Practices for Facilitation in a Choice-based, Peer Learning Environment: Lessons From the Field

在基于选择的同伴学习环境中促进的最佳实践：现场经验教训

• 发表时间: 2020
• 期刊: Proceedings of the 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences
• 作者: Ramey, K;Stevens, R
• 通讯作者: Stevens, R

Kira & the Spinners: Exploring the Dilemmas of a Structured-Choice Learning Environment in a Public School

基拉

• 发表时间: 2020
• 期刊: Proceedings of the 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences
• 作者: Meyerhoff, P;Stevens, R
• 通讯作者: Stevens, R

How One Implementation of an Educational Innovation Died

一项教育创新的实施是如何消亡的

• 发表时间: 2020
• 期刊: Proceedings of the 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences
• 作者: Ramey, K;Stevens, R
• 通讯作者: Stevens, R