Ruff Family Science: Researching factors that support intergenerational science learning in adult education contexts

拉夫家庭科学：研究成人教育背景下支持代际科学学习的因素

• 批准号: 1713494
• 负责人: Mary Haggerty
• 金额: $ 99.69万
• 依托单位: WGBH Educational Foundation
• 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=1713494&HistoricalAwards=false
• 关键词: Ruff; Family; Science; Researching; factors

As part of its overall strategy 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 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. This project will develop and test intergenerational science media resources for parents that are participating in adult education programs and their young children. The materials will build on the research-based and successful children's television program, Fetch with Ruff Ruffman. The target audience includes parents enrolled in adult education programs who lack a high school diploma or are in English as a Second Language classes. These resources will support parents' engagement in science activities with their children both in the adult education settings as well as at home. Adult and family educators will receive professional development resources and training to support their integration of the parent/child activities. Project partners include the National Center for Families Learning, Kentucky Educational Television, and Alabama Public Television,The goals of the Ruff Family Science project are to: (1) investigate adult education settings that feature an intergenerational learning model, in order to learn about the unique characteristics of adults and families who are enrolled in these programs; (2) examine the institutional circumstances and educator practices that support joint parent/child engagement in science; (3) iteratively develop new prototype resources meet the priorities and needs of families and educators involved in intergenerational education settings; and (4) develop the knowledge needed to create a fuller set of materials in the future that will motivate and support diverse, low-income parents to investigate science with their children. The research strategy is comprised of three main components: Phase 1: Needs Assessment: Determine key motivations and behaviors common to adult education students who are also parents; surface obstacles and assets inherent in these parents' current practices; and examine the needs and available resources for supplementing parents' current engagement in family science learning. Phase 2: Prototype Development: Iteratively develop two prototype Activity Sets, along with related educator supports and training materials, designed to promote joint parent-child engagement with English and Spanish-speaking families around physical science concepts. Phase 3: Prototype Field Test: Test how the two refined prototype Activity Sets work in different educational settings (adult education, parent education, and parent and child together time). Explore factors that support or impede effective implementation. Sources of data for the study include observations of adult and parent education classes using an expert interview protocol, focus groups, adult and family educator interviews, and parent surveys.

作为其整体战略的一部分，以加强在非正式环境中的学习，推进非正式STEM学习（AISL）计划旨在推进新的方法，并以证据为基础的理解，在非正式环境中的STEM学习的设计和开发。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。 该项目将为参加成人教育计划的父母及其年幼子女开发和测试代际科学媒体资源。 这些材料将建立在基于研究和成功的儿童电视节目，与拉夫拉夫曼获取。 目标受众包括参加成人教育课程的父母，他们没有高中文凭或正在上英语作为第二语言的课程。 这些资源将支持父母在成人教育环境中以及在家中与子女一起参与科学活动。 成人和家庭教育工作者将获得专业发展资源和培训，以支持他们将父母/子女活动结合起来。项目合作伙伴包括国家家庭学习中心、肯塔基州教育电视台和亚拉巴马公共电视台。拉夫家庭科学项目的目标是：（1）调查以代际学习模式为特色的成人教育环境，以了解参加这些项目的成人和家庭的独特特征;（2）研究支持父母/子女共同参与科学的体制环境和教育工作者的做法;（3）反复开发新的原型资源，以满足参与代际教育环境的家庭和教育工作者的优先事项和需求;以及（4）开发所需的知识，以便在未来创建更完整的材料集，从而激励和支持多样化的低收入父母与他们的孩子一起研究科学。 研究战略由三个主要组成部分组成：第一阶段：需求评估：确定成人教育学生同时也是父母的主要动机和行为;这些父母当前做法中固有的障碍和资产;并检查补充父母当前参与家庭科学学习的需求和可用资源。第二阶段：原型开发：迭代开发两个原型活动集，以及相关的教育工作者支持和培训材料，旨在促进与英语和西班牙语家庭围绕物理科学概念的亲子联合参与。沿着。第三阶段：原型现场测试：测试两个改进的原型活动集如何在不同的教育环境中工作（成人教育，家长教育，父母和孩子在一起的时间）。探索支持或阻碍有效实施的因素。该研究的数据来源包括成人和家长教育班使用专家访谈协议，焦点小组，成人和家庭教育工作者访谈和家长调查的意见。