Impacts of STEM Experiences on Informal STEM Learning

STEM 经验对非正式 STEM 学习的影响

• 批准号: 1811265
• 负责人: Robert Tai
• 金额: $ 172.46万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1811265&HistoricalAwards=false
• 关键词: Impacts; STEM; Experiences; Informal; Learning

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. Informal STEM educational activities have proliferated widely in the US over the last 20 years. Additional research will further validate the long-term benefits of this mode of learning. Thus, elaborating the multitude of variables in informal learning and how those variables can be used for individual learning is yet to be defined for the circumstances of the learners. Thus, the primary objective of this work is to produce robust and detailed evidence to help shape both practice and policy for informal STEM learning in a broad array of common circumstances such as rural, urban, varying economic situations, and unique characteristics and cultures of citizen groups. Rather than pursuing a universal model of informal learning, the principal investigator will develop a series of comprehensive models that will support learning in informal environments for various demographic groups.The research will undertake a longitudinal mixed-methods approach of Out of School Time/informal STEM experiences over a five-year time span of data collection for youth ages 9-19 in urban, suburban, town, and rural communities. The evidence base will include data on youth experiences of informal STEM, factors that exert an influence on participation in informal STEM, the impact of participation on choices about educational pathways and careers, and preferences for particular types of learning activities. The quantitative data will include youth surveys, program details (e.g. duration of program, length of each program session, youth/facilitator ratio, etc.), and demographics. The qualitative data will include on-site informal interviews with youth and facilitators, and program documentation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

作为加强非正式环境中学习的整体战略的一部分，推进非正式STEM学习（AISL）计划资助创新研究，方法和资源，用于各种环境。在过去的20年里，非正式的STEM教育活动在美国广泛传播。 更多的研究将进一步验证这种学习模式的长期效益。因此，详细说明非正式学习中的众多变量以及如何将这些变量用于个人学习，还有待于根据学习者的情况加以界定。因此，这项工作的主要目标是提供有力和详细的证据，以帮助在农村，城市，不同的经济状况以及公民群体的独特特征和文化等广泛的共同情况下形成非正式STEM学习的实践和政策。主要研究者将开发一系列综合模型，支持不同人口群体在非正式环境中的学习，而不是追求一种通用的非正式学习模式。该研究将在城市、郊区、城镇和农村社区的9-19岁青年的数据收集的五年时间跨度内，对校外时间/非正式STEM经验进行纵向混合方法。证据库将包括以下方面的数据：青年的非正规STEM经验、对参与非正规STEM产生影响的因素、参与对教育途径和职业选择的影响，以及对特定类型学习活动的偏好。定量数据将包括青年调查、项目细节（如项目持续时间、每个项目的时长、青年/主持人比例等），和人口统计学。定性数据将包括与青年和促进者的现场非正式访谈，以及项目文件。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估。

项目成果

Gauging Informal STEM Youth Program Impact: A Conceptual Framework and a Measurement Instrument

衡量非正式 STEM 青年项目的影响：概念框架和测量工具

• DOI: 10.5195/jyd.2021.981
• 发表时间: 2021
• 期刊: Journal of Youth Development
• 影响因子: 0.9
• 作者: Tai, Robert H.;Ryoo, Ji Hoon;Mitchell, Claire E.;Kong, Xiaoqing;Skeeles-Worley, Angela;Almarode, John T.;Maltese, Adam V.;Dabney, Katherine P.
• 通讯作者: Dabney, Katherine P.

(Re-)Designing a measure of student’s attitudes toward science: a longitudinal psychometric approach

（重新）设计学生对科学态度的衡量标准：纵向心理测量方法

• DOI: 10.1186/s40594-022-00332-4
• 发表时间: 2022
• 期刊: International Journal of STEM Education
• 影响因子: 6.7
• 作者: Tai, Robert H.;Ryoo, Ji Hoon;Skeeles-Worley, Angela;Dabney, Katherine P.;Almarode, John T.;Maltese, Adam V.
• 通讯作者: Maltese, Adam V.