Understanding How Narrative Elements Can Shape Girls' Engagement in Museum-Based Engineering Design Tasks

了解叙事元素如何塑造女孩对博物馆工程设计任务的参与

• 批准号: 1712803
• 负责人: Dorothy Bennett
• 金额: $ 134.16万
• 依托单位: New York Hall of Science
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712803&HistoricalAwards=false
• 关键词: Understanding; How; Narrative; Elements; Shape

Makerspaces and engineering design spaces have proliferated in science museums, schools, libraries, and community settings at a rapid pace. However, there is a risk that some of the same inequities that exist in the engineering field are being replicated in these settings. Research has provided evidence of persistent gaps between boys' and girls' levels of interest in engineering as it has been traditionally represented in informal learning environments, particularly in Making and engineering spaces. This Research-In-Service to Practice project intends to address this gap by employing a design-based research approach to examine if and to what extent narrative elements can interest and engage middle school girls in science, technology, engineering, and mathematics (STEM), and promote equitable, effective engineering design experiences and practices. This work is significant, as it will build upon current research and conceptual understanding of how to design narrative-rich engineering design activities for informal learning spaces, especially for girls, and within museum drop-in experiential learning contexts. It will also contribute to the evidence base regarding how girls approach and choose to persist in solving engineering design problems. The project 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. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.The New York Hall of Science (NYSCI) in collaboration with the Amazeum in Bentonville, Arkansas, the Tech Museum of Innovation in San Jose, California, the Creativity Labs at Indiana University and a team of advisors will conduct the 30-month, design-based research project in two phases. In the first phase, NYSCI will garner ongoing input from its partners to develop parallel versions of six pairs of engineering design activities, one with narrative elements and one without. These activities will be iteratively tested in NYSCI's Design Lab, a 10,000 square foot exhibition devoted to hands-on exploration of engineering design. Several research questions will be explored, focused primarily on building evidence-based design knowledge, establishing appeal and comprehensibility, and understanding facilitation. Observational and interview data will be garnered from 30 girls aged 7-14 and their family groups for each of the twelve activities developed, totaling 360 girls in the study sample. The results of the research on the paired activities will be iterative and provide insight on how narrative elements can most effectively invite girls into sustained engagement with the core engineering concepts and practices highlighted in each activity. In the second phase, formative and summative evaluation will be conducted to study the impact of the narrative and non-narrative versions of the engineering design activities on participating girls' engagement and persistence, by contrasting the quality of girls' engagement across the two types of activities while they are implemented across three museum sites. Project deliverables include journal articles reporting on project findings; documentation of activities that meet project goals; design guidelines for exhibit and curriculum developers who are interested in using narrative effectively to frame engineering design activities; and practical guidance for facilitators seeking to ensure that they are supporting girls effectively as they explore those activities.

创客空间和工程设计空间在科学博物馆、学校、图书馆和社区环境中迅速激增。然而，存在工程领域中存在的一些不平等现象正在这些环境中复制的风险。研究提供的证据表明，男孩和女孩对工程的兴趣水平之间持续存在差距，因为工程传统上表现在非正式学习环境中，特别是在制造和工程空间中。这个从服务到实践的项目旨在通过采用基于设计的研究方法来解决这一差距，以检验叙事元素是否以及在多大程度上能够对科学、技术、工程和数学 (STEM) 感兴趣并吸引中学生，并促进公平、有效的工程设计经验和实践。这项工作意义重大，因为它将建立在当前研究和概念理解的基础上，了解如何为非正式学习空间（尤其是女孩）以及博物馆的体验式学习环境设计叙事丰富的工程设计活动。它还将为有关女孩如何处理和选择坚持解决工程设计问题的证据基础做出贡献。该项目由推进非正式 STEM 学习 (AISL) 计划资助，该计划旨在推进非正式环境中 STEM 学习设计和开发的新方法以及基于证据的理解。这包括提供多种途径来扩大 STEM 学习体验的获取和参与，推进非正式环境中 STEM 学习的创新研究和评估，以及加深参与者对更深层次学习的理解。纽约科学馆 (NYSCI) 与阿肯色州本顿维尔的 Amazeum、加利福尼亚州圣何塞的创新科技博物馆、印第安纳大学的创造力实验室和顾问团队合作，将开展 为期 30 个月的基于设计的研究项目，分两个阶段。在第一阶段，NYSCI 将不断收集合作伙伴的意见，开发六对工程设计活动的并行版本，其中一组具有叙事元素，一组没有。这些活动将在 NYSCI 的设计实验室进行迭代测试，这是一个占地 10,000 平方英尺的展览，专门用于工程设计的实践探索。 将探讨几个研究问题，主要集中在建立基于证据的设计知识、建立吸引力和可理解性以及促进理解。将从 30 名 7 岁至 14 岁的女孩及其家庭团体中收集针对所制定的 12 项活动的观察和访谈数据，研究样本中的女孩总数为 360 名。对配对活动的研究结果将是迭代的，并提供关于叙事元素如何最有效地邀请女孩持续参与每项活动中强调的核心工程概念和实践的见解。在第二阶段，将进行形成性和总结性评估，通过比较在三个博物馆站点实施的两种类型活动中女孩的参与质量，研究工程设计活动的叙事和非叙事版本对参与女孩的参与度和持久性的影响。 项目可交付成果包括报告项目结果的期刊文章；记录满足项目目标的活动；为有兴趣有效使用叙事来构建工程设计活动的展览和课程开发人员提供设计指南；为协调员提供实用指导，以确保他们在女孩探索这些活动时有效地支持她们。

项目成果

Using Narrative to Engage Girls in Museum Engineering Design Tasks

利用叙事让女孩参与博物馆工程设计任务

• 发表时间: 2018
• 期刊: Fostering Public Trust
• 作者: Bennett, D.;Letourneau, S.;Liu, C.C.J.
• 通讯作者: Liu, C.C.J.

Using narratives to evoke empathy in museum-based engineering activities

在博物馆工程活动中利用叙述唤起同理心

• 发表时间: 2019
• 期刊: American Educational Research Association Annual Meeting
• 作者: Bennett, Dorothy;Letourneau, Susan M.;McMillan Culp, Katherine;Liu, James;Argudo, Yessenia
• 通讯作者: Argudo, Yessenia

Using narratives to evoke empathy and support girls’ engagement in engineering

利用叙事唤起同理心并支持女孩参与工程

• 发表时间: 2020
• 期刊: Connected science learning
• 作者: Letourneau, S. M.;Bennett, D.
• 通讯作者: Bennett, D.

Designing for Empathy in Engineering Exhibits

工程展览中的同理心设计

• 发表时间: 2020
• 期刊: Testing and Extending our Understanding of Constructionism: Constructionism 2020
• 作者: Peppler, K.;Keune, A.;Dahn, M.;Bennett, D.;Letourneau, S.M.
• 通讯作者: Letourneau, S.M.

Observing empathy in informal engineering activities with girls ages 7-14.

观察 7-14 岁女孩在非正式工程活动中的同理心。

• 发表时间: 2021
• 期刊: American Society for Engineering Education (ASEE
• 作者: Letourneau, S.M.;Bennett, D.;Liu, C.J.;Argudo, Y.;Peppler, K.;Keune, A.;Dahn, M.;& Culp, K.M.
• 通讯作者: & Culp, K.M.