Collaborative Research: Design and Development of Transmedia Narrative-Based Curricula to Engage Children in Scientific Thinking and Engineering Design

合作研究：跨媒体叙事课程的设计和开发，让孩子们参与科学思维和工程设计

• 批准号: 1814033
• 负责人: Glenn Ellis
• 金额: $ 139.16万
• 依托单位: Smith College
• 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 2023-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1814033&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Development; Transmedia

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Engineering is an important component of the Next Generation Science Standards (NGSS). However, resources for supporting teachers in implementing these standards are scarce. This project will address the need for resources by applying an innovative pedagogy called Imaginative Education (IE) to create middle school engineering curricula. In IE, developmentally appropriate narratives are used to design learning environments that help learners engage with content and organize their knowledge productively. To fully exploit the potential of this pedagogy, this project will combine IE with transmedia storytelling. In transmedia storytelling, different elements of a narrative are spread across a variety of formats (such as books, websites, new articles, videos and other media) in a way that creates a coordinated experience for the user. Once created, the curricula will be implemented in classrooms to research its impact on (1) increasing learners' capacities to engage in both innovative and direct application of engineering concepts, and (2) improving learners' science, technology, engineering, and mathematics (STEM) identity. This research will be led by Smith College and Springfield Technical Community College in collaboration with Springfield (MA) Public Schools (SPS). Additional expertise in evaluating the findings will be provided by the Collaborative for Educational Services and an external advisory board of leaders in STEM education and transmedia storytelling. The project will result in the development of a transmedia learning environment that includes two NGSS-aligned, interdisciplinary engineering units and seven lessons that integrate science and engineering. The research study will be implemented in four phases in eight SPS middle schools. Approximately 900 students will participate each year. In Phase 1, the project team will collaborate with SPS teachers to create engineering units, lessons, and standards-based achievement measures. In Phase 2, teachers in the treatment group will participate in professional development (PD) workshops covering IE, transmedia learning environments, structure of the curriculum, and connections to NGSS. In Phase 3 the curricula will be implemented in treatment classrooms and both treatment and control group students will be assessed. In Phase 4, testing and assessment will continue in SPS schools and will be expanded to rural and suburban classrooms. Teachers in these classrooms will use online multimedia PD that will ensure scalability and mirrors the structure and content of in-person PD. Data analysis will provide evidence of whether this imaginative and transmedia educational approach improves students' capacities for using engineering concepts and enhances their STEM identity.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.

发现研究 K-12 计划 (DRK-12) 旨在通过创新资源、模型和工具 (RMT) 的研究和开发，显着增强 PreK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学。 DRK-12 计划中的项目建立在 STEM 教育基础研究以及先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。工程是下一代科学标准（NGSS）的重要组成部分。 然而，支持教师实施这些标准的资源却很少。 该项目将通过应用一种名为“想象力教育”(IE) 的创新教学法来创建中学工程课程，从而满足资源需求。 在 IE 中，适合发展的叙述用于设计学习环境，帮助学习者有效地参与内容并组织他们的知识。 为了充分发挥这种教学法的潜力，该项目将 IE 与跨媒体讲故事结合起来。 在跨媒体叙事中，叙事的不同元素以多种形式（例如书籍、网站、新文章、视频和其他媒体）传播，为用户创造协调的体验。 创建后，课程将在课堂上实施，以研究其对以下方面的影响：(1) 提高学习者创新和直接应用工程概念的能力，以及 (2) 提高学习者的科学、技术、工程和数学 (STEM) 认同。 这项研究将由史密斯学院和斯普林菲尔德技术社区学院与斯普林菲尔德（马萨诸塞州）公立学校（SPS）合作领导。 教育服务合作组织以及由 STEM 教育和跨媒体叙事领导者组成的外部咨询委员会将提供评估调查结果的额外专业知识。 该项目将开发一个跨媒体学习环境，其中包括两个符合 NGSS 的跨学科工程单元以及七个融合科学和工程的课程。 该研究将分四个阶段在八所 SPS 中学进行。 每年约有 900 名学生参加。 在第一阶段，项目团队将与 SPS 教师合作创建工程单元、课程和基于标准的成绩衡量标准。 在第二阶段，治疗组的教师将参加专业发展 (PD) 研讨会，内容涵盖 IE、跨媒体学习环境、课程结构以及与 NGSS 的联系。 在第三阶段，课程将在治疗教室实施，治疗组和对照组的学生都将接受评估。 在第四阶段，测试和评估将在 SPS 学校继续进行，并将扩大到农村和郊区的教室。 这些教室的教师将使用在线多媒体 PD，这将确保可扩展性并反映面对面 PD 的结构和内容。 数据分析将提供证据，证明这种富有想象力的跨媒体教育方法是否提高了学生使用工程概念的能力并增强了他们的 STEM 身份。该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

项目成果

Developing a measure to capture middle school students’ interpretive understanding of engineering design

制定一项措施来获取中学生对工程设计的解释性理解

• 发表时间: 2021
• 期刊: 2021 American Society for Engineering Education Annual Conference
• 作者: Piña, Jeremiah;Ellis, Glenn W;Rudnitsky, Al;Mazur, Rebecca;McGinnis-Cavanaugh, Beth;Huff, Isabel
• 通讯作者: Huff, Isabel

Implementing Transmedia Using a Narrative Framework for an Introductory Engineering Course

使用叙事框架为入门工程课程实施跨媒体

• 发表时间: 2023
• 期刊: ASEE Annual Conference proceedings
• 作者: Pina, Jeremiah;Ellis, Glenn W.;Mazur, Rebecca
• 通讯作者: Mazur, Rebecca

Developing Transmedia Engineering Curricula using Cognitive Tools to Impact Learning and the Development of STEM Identity (RTP)

使用认知工具开发跨媒体工程课程来影响学习和 STEM 身份 (RTP) 的发展

• 发表时间: 2020
• 期刊: American Society for Engineering Education Virtual Conference: At Home with Engineering Education
• 作者: Ellis, Glenn W;Piña, Jeremiah;Mazur, Rebecca;Rudnitsky, Al;McGinnis-Cavanaugh, Beth;Huff, Isabel;Ellis, Sonia;Ford, Crystal M;Lytton, Kate;Cormier, Kaia Claire
• 通讯作者: Cormier, Kaia Claire