Embodied Physics: STEM Learning for Under-Represented Youth

具身物理：针对弱势群体青少年的 STEM 学习

• 批准号: 1713393
• 负责人: Folashade Cromwell Solomon
• 金额: $ 29.99万
• 依托单位: TERC Inc
• 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: 2017-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713393&HistoricalAwards=false
• 关键词: Embodied; Physics; STEM; Learning; Under

A collaboration of TERC, MIT, The Woods Hole Oceanographic Institution and community-based dance centers in Boston, this exploratory project seeks to address two main issues in informal science learning: 1) broadening participation in science by exploring how to expand science access to African-American and Latino youth and 2) augmenting science learning in informal contexts, specifically learning physics in community-based dance sites. Building on the growing field of "embodied learning," the project is an outgrowth in part of activities over the past decade at TERC and MIT that have investigated approaches to linking science, human movement and dance. Research in embodied learning investigates how the whole body, not just the brain, contributes to learning. Such research is exploring the potential impacts on learning in school settings and, in this case, in out of school environments. This project is comprised of two parts, the first being an exploration of how African-American and Latino high school students experience learning in the context of robust informal arts-based learning environments such as community dance studios. In the second phase, the collaborative team will then identify and pilot an intervention that includes principles for embodied learning of science, specifically in physics. This phase will begin with MIT undergraduate and graduate students developing the course before transitioning to the community dance studios. This 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 goal of this pilot feasibility study is to build resources for science learning environments in which African-American and Latino students can develop identities as people who practice and are engaged in scientific inquiry. Youth will work with choreographers, physicists and educators to embody carefully selected physics topics. The guiding hypothesis is that authentic inquiries into scientific topics and methods through embodied learning approaches can provide rich opportunities for African-American and Latino high school-aged youth to learn key ideas in physics and to strengthen confidence in their ability to become scientists. A design- based research approach will be used, with data being derived from surveys, interviews, observational field notes, video documentation, a case study, and physical artifacts produced by participants. The study will provide the groundwork for producing a set of potential design principles for future projects relating to informal learning contexts, art and science education with African American and Latino youth.

TERC，麻省理工学院，伍兹霍尔海洋研究所和社区为基础的舞蹈中心在波士顿的合作，这个探索性的项目旨在解决非正式的科学学习的两个主要问题：1）通过探索如何扩大科学的非洲裔美国人和拉丁美洲青年和2）扩大科学学习在非正式的背景下，特别是学习物理在社区为基础的舞蹈网站。该项目建立在不断发展的“具身学习”领域的基础上，是TERC和麻省理工学院过去十年来研究将科学、人类运动和舞蹈联系起来的方法的部分活动的产物。 具身学习的研究调查了整个身体，而不仅仅是大脑，对学习的贡献。 这种研究正在探索对学校环境中的学习的潜在影响，在这种情况下，在校外环境中。 该项目由两部分组成，第一部分是探索非洲裔美国人和拉丁裔高中生如何在社区舞蹈工作室等非正式艺术学习环境中体验学习。 在第二阶段，合作团队将确定并试行一项干预措施，其中包括具体学习科学的原则，特别是物理学。这一阶段将开始与麻省理工学院的本科生和研究生开发的课程，然后过渡到社区舞蹈工作室。 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，这一试点可行性研究的目标是为科学学习环境建立资源，美国和拉丁美洲学生可以发展身份的人谁实践和从事科学探究。青年将与编舞家，物理学家和教育工作者，体现精心挑选的物理主题。 指导性假设是，通过具体的学习方法对科学主题和方法进行真实的探究，可以为非洲裔美国人和拉丁裔高中适龄青年提供丰富的机会，学习物理学的关键思想，并增强他们成为科学家的能力的信心。 将使用基于设计的研究方法，数据来源于调查、采访、观察性现场记录、视频文档、案例研究和参与者制作的实物。 这项研究将为制定一套潜在的设计原则奠定基础，这些原则将用于与非正式学习环境、艺术和科学教育有关的未来项目，涉及非裔美国人和拉丁美洲青年。