Engaging Youth in Planning for the Restoration of Community Heritage Sites Through the Use of Citizen Science and Maker Practices

通过公民科学和创客实践让青年参与社区遗产地的修复规划

• 批准号: 1811275
• 负责人: Elizabeth Bishop
• 金额: $ 30万
• 依托单位: Global Kids, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-15 至 2022-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1811275&HistoricalAwards=false
• 关键词: Engaging; Youth; Planning; Restoration; Community

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 project will conduct a feasibility study of an informal youth STEM learning program. High school students from under served communities in New York City will use existing historical, cultural and environmental data to investigate selected UNESCO World Heritage sites. Participants will apply the skills and knowledge they have developed from their analysis of the UNESCO sites and apply them to their local communities. Participants will identify, map, and analyze their own community heritage sites, using relevant citizen science, environmental and cultural data. Throughout the program, the project will involve participants in maker-related activities. Participants will design devices to collect data, explore variables through model making, and communicate findings through models and artistic forms with the to spur both individual and community action for selected heritage sites. The project will be implemented as a 9-month weekly after school program in Long Island City, New York. Most students from the school will be from low-income families and are youth of color. The research the question for the study is "How does access to STEM increase for historically underrepresented youth populations when culturally relevant curriculum connects citizen science and making practices?" During the first phase of the program, participants will engage with core STEM concepts and making/design processes through an engaging curriculum that explores damaged UNESCO World Heritage Sites. During the second phase, youth will identify, map, and plan enhancements for their own community heritage sites or environmental landmarks. A condensed version of the program will be piloted in the summer with youth from across the city. The Educational Development Corporation will conduct a process and summative evaluation of the project. Process evaluation, which will provide ongoing feedback to the project team, will include document review, observation of program implementation, and interviews with project partners. Summative evaluation will continue these methods, supplemented by pre- and post-participation participant surveys and focus-groups. Validated survey instruments, such as the Growth Mindset Scale, and the Common Instrument Suite (PEAR Institute) will be used. Resources from research and program practices will be disseminated through publications and conference presentations to the education research community, global learning and design fields, and practitioners from after school and other informal learning environments. Participants will share project results with their communities.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.

该项目由推进非正式STEM学习计划(AISL)资助，该计划旨在促进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括为扩大获得和参与STEM学习体验提供多种途径，推进对非正式环境中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。该项目将对青年STEM非正式学习方案进行可行性研究。来自纽约市服务不足社区的高中生将使用现有的历史、文化和环境数据来调查选定的联合国教科文组织世界遗产。与会者将运用他们从对教科文组织遗址的分析中获得的技能和知识，并将其应用于当地社区。参与者将使用相关的公民科学、环境和文化数据来确定、绘制和分析他们自己的社区遗产遗址。在整个计划中，该项目将让参与者参与与制造商相关的活动。参与者将设计收集数据的设备，通过制作模型来探索变量，并通过模型和艺术形式与世界遗产组织交流研究结果，以推动个人和社区对选定的遗产遗址采取行动。该项目将在纽约长岛市作为为期9个月的每周课后计划实施。学校的大部分学生将来自低收入家庭，是有色人种的年轻人。这项研究的问题是“当与文化相关的课程将公民科学与实践联系起来时，历史上代表性不足的年轻人获得STEM的机会如何增加？”在该计划的第一阶段，参与者将通过探索受损的联合国教科文组织世界遗产的引人入胜的课程，参与STEM的核心概念和制造/设计过程。在第二阶段，青年将为他们自己的社区遗产遗址或环境地标确定、绘制地图并计划加强。该项目的精简版将于今年夏天在全市各地的年轻人中试行。教育发展公司将对该项目进行过程和总结性评估。过程评估将向项目团队提供持续的反馈，将包括文件审查、项目实施情况观察和与项目合作伙伴的面谈。总结性评价将继续采用这些方法，并辅之以参与前和参与后的参与者调查和重点小组。将使用经过验证的调查工具，如增长心态量表和通用工具套件(PEAR研究所)。来自研究和项目实践的资源将通过出版物和会议演示向教育研究社区、全球学习和设计领域以及课外和其他非正式学习环境的实践者传播。参与者将与他们的社区分享项目成果。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。