Integrating STEM and Digital Literacies with Adolescents

将 STEM 和数字素养与青少年相结合

• 批准号: 1713191
• 负责人: Ji Shen
• 金额: $ 35万
• 依托单位: University of Miami
• 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: 2017-07-01 至 2020-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713191&HistoricalAwards=false
• 关键词: Integrating; STEM; Digital; Literacies; Adolescents

As part of its overall effort to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program, seeks to advance new approaches to, and evidence-based understanding of, the design and development of science, technology, engineering, and mathematics (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. In alignment with these aims, the STEM + Digital Literacies (STEM+L) project will investigate science fiction as an effective mechanism to attract and immerse adolescents (ages 10-13) from diverse cultural backgrounds in environmental and human health content and socio-scientific issues. This work is particularly novel, as the current knowledge base is limited, and largely addresses the high school level. Therefore, the results of the proposed effort could yield important findings regarding the feasibility of this activity as an effective platform for science learning and engagement for younger students. As such, STEM+L would not only advance knowledge in the field but would also contribute to a growing AISL portfolio on digital literacy and learning. STEM+L is an early stage Innovations in Development project that will engage thirty middle school students in out of school time experiences. Over a twenty-four-week period, students will work collaboratively in groups in-person and online with their peers and field experts to design, develop, and produce STEM content rich, multimedia science fictions. The in-person learning experiences will take place on the University of Miami campus during the summer and academic year. Culminating activities include student presentations online and at a local Science Fiction Festival. The research component will employ an iterative, design-based approach. Four research questions will be explored: (a) How do students learn science concepts and multimodal digital literacies through participating in the STEM+L Academy? (b) How do students change their views in STEM related subject matter and in pursuing STEM related careers? (c) How do students participate in the STEM+L Academy? (d) How do we best support students' participation and learning of STEM+L in face-to-face and online environments? Data collection methods include video records, student-generated artifacts, online surveys, embedded assessments, interviews, and multimodal reflections. Comparative case analysis and a mixed methods approach will be employed. A rigorous evaluation will be conducted by a critical external review board. Inclusive and innovative dissemination strategies will ensure that the results of the research and program reach a broad range of audiences including both informal and formal STEM and literacy educators and researchers, learning scientists, local communities, and policy makers through national and international conference presentations, journal publications, Web2.0 resources, and community outreach activities.

作为加强非正式环境中学习的整体努力的一部分，推进非正式STEM学习（AISL）计划旨在推进非正式环境中科学，技术，工程和数学（STEM）学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大获得和参与STEM学习经验，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深入学习的理解。为了实现这些目标，STEM +数字素养（STEM+L）项目将研究科幻小说作为一种有效的机制，以吸引和沉浸在环境和人类健康内容和社会科学问题的不同文化背景的青少年（10-13岁）。这项工作特别新颖，因为目前的知识基础有限，主要针对高中水平。因此，拟议的努力的结果可能会产生重要的调查结果，关于这项活动的可行性，作为一个有效的平台，科学学习和年轻学生的参与。因此，STEM+L不仅将促进该领域的知识，还将有助于AISL在数字扫盲和学习方面不断增长的投资组合。STEM+L是一个早期阶段的创新发展项目，将吸引30名中学生在校外体验。在24周的时间里，学生们将与他们的同龄人和领域专家一起在小组中亲自和在线合作，设计，开发和制作STEM内容丰富的多媒体科幻小说。在人的学习经验将发生在迈阿密校园在夏季和学年的大学。最后的活动包括学生在线演讲和当地的科幻节。研究部分将采用迭代的、基于设计的方法。将探讨四个研究问题：（a）学生如何通过参加STEM+L学院学习科学概念和多模态数字素养？(b)学生如何改变他们对STEM相关主题和追求STEM相关职业的看法？(c)学生如何参加STEM+L学院？(d)我们如何最好地支持学生在面对面和在线环境中参与和学习STEM+L？数据收集方法包括视频记录，学生生成的工件，在线调查，嵌入式评估，访谈和多模式反射。将采用比较案例分析和混合方法。 将由一个重要的外部审查委员会进行严格的评价。包容性和创新性的传播战略将确保研究和计划的成果通过国家和国际会议演讲、期刊出版物、Web2.0资源和社区外展活动，接触到广泛的受众，包括非正式和正式的STEM和扫盲教育工作者和研究人员、学习型科学家、当地社区和政策制定者。

项目成果

Examining how different modes mediate adolescents’ interactions during their collaborative multimodal composing processes

研究不同模式如何在青少年协作多模式写作过程中调节互动

• DOI: 10.1080/10494820.2019.1612450
• 发表时间: 2019
• 期刊: Interactive Learning Environments
• 影响因子: 5.4
• 作者: Jiang, Shiyan;Smith, Blaine E.;Shen, Ji
• 通讯作者: Shen, Ji

Science identity development: how multimodal composition mediates student role-taking as scientist in a media-rich learning environment

科学身份发展：多模态组合如何在媒体丰富的学习环境中调解学生作为科学家的角色扮演

• DOI: 10.1007/s11423-020-09816-y
• 发表时间: 2020
• 期刊: Educational Technology Research and Development
• 作者: Jiang, Shiyan;Shen, Ji;Smith, Blaine E.;Kibler, Kristin Watson
• 通讯作者: Kibler, Kristin Watson

The Science of Storytelling: Middle Schoolers Engaging with Socioscientific Issues through Multimodal Science Fictions

讲故事的科学：中学生通过多模态科幻小说参与社会科学问题

• 发表时间: 2019
• 期刊: Voices from the middle
• 作者: Smith, Blaine E;Shen, Ji;Jiang, Shiyan.
• 通讯作者: Jiang, Shiyan.