CAREER: Talking Science: Early STEM Identity Formation Through Everyday Science Talk

职业:谈论科学:通过日常科学讲座形成早期 STEM 身份

基本信息

  • 批准号:
    1846167
  • 负责人:
  • 金额:
    $ 80.23万
  • 依托单位:
  • 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:
    2019-03-15 至 2026-02-28
  • 项目状态:
    未结题

项目摘要

This is a proposal responsive to the Faculty Early Career Development Program (CAREER) solicitation (NSF 17-537) and submitted to the Advancing Informal STEM Learning program. The proposal will address the critical issue of developing children's identification with science, technology, engineering and mathematics (STEM) fields, and will respond to the existing limited knowledge about the development of STEM identities through conversations, particularly among very young children from underserved and underrepresented populations. The study will be based on the premise that individuals who develop STEM interest and identify with STEM at a young age tend to pursue STEM-related careers more so than individuals who develop these interests later in life. Research on the topic suggests that after exploring a variety of childhood informal STEM learning experiences, such as playing with electronics, taking care of animals, and joining after-school science clubs, talking about science and consuming science-related media were the only predictors of STEM identity. The study will investigate whether STEM-related conversations outside of school with friends and family during formative years (i.e., 5 -9 years old) predict their STEM identity later in life and their STEM-career choices. The goals of the project will be : (1) To develop an understanding of the features and context of conversations that support STEM identity development in both majority and Hispanic/Latino populations; and (2) To translate the research outcomes into informal STEM learning practices that contribute to young people's perceptions of STEM fields in their future.To achieve the goals, the work will address the following research questions: (1) What is the content, context, and structure of STEM-related conversations with friends and family that youth ages 5-9 participate in?; (2) How do these conversation features (i.e., content, context, structure) relate to the development of youth's STEM interests, sense of recognition as STEM people, and self-identification with STEM?; (3) How do the cultural values and science talk experiences of Hispanic/Latino youth shape conversation features related to youth's STEM interests, sense of recognition as STEM people, and self-identification with STEM in comparison to non-Hispanic/Latino youth?; and (4) Does professional development for informal STEM learning educators that focuses on encouraging youth to engage in STEM-related conversations with friends and family positively contribute to youth's STEM interest, sense of recognition, and self-identification with STEM? To address these questions, the study will adopt a qualitative research approach that applies phenomenological strategies in research design, data collection, and analysis to allow for exploration of the meaning of lived experiences in social and cultural contexts. Participants will include elementary-age students (ages 5-9; n = 50) from socially, culturally, and linguistically diverse backgrounds, enrolled in summer science camps in the greater Miami area that intentionally solicit the participation of children and families who would not typically participate in these kinds of programs due to socioeconomic and cultural barriers. To inform the development of interview protocols in terms of the kinds of childhood talk that leave a long-term impact on students, including the kinds of talk experiences remembered by students who choose or persist towards a STEM career in college; the project will also recruit first- and second-year college students as participants. Data gathering, and interpretation strategies will include surveys with college students (n=32) and interviews (n = 16), as well as recorded and coded semi-structured interviews with early-grade students (n= 50). Broad coding of the content, context, and structure of STEM-related conversations will be further subdivided into sub-codes to identify patterns using qualitative analytical strategies. The outcomes of this research will constitute a theoretical framework and models that can guide the development of both professionals and programmatic activities at informal learning institutions, particularly around scaffolding participation in STEM through science talk. An external evaluator will address both formative and summative aspects of the activity.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.
这是一个响应教师早期职业发展计划(CAREER)征集(NSF 17-537)的提案,并提交给推进非正式STEM学习计划。该提案将解决发展儿童对科学、技术、工程和数学(STEM)领域的认同这一关键问题,并将通过对话,特别是在服务不足和代表性不足的人口中的幼童之间,对现有的关于STEM身份发展的有限知识做出回应。这项研究将基于这样一个前提,即在年轻时发展STEM兴趣并认同STEM的人往往比在晚年发展这些兴趣的人更倾向于从事STEM相关的职业。关于这一主题的研究表明,在探索了各种童年非正式的STEM学习经历后,例如玩电子产品,照顾动物,加入课后科学俱乐部,谈论科学和消费科学相关的媒体是STEM身份的唯一预测因素。该研究将调查在形成期(即,5 - 9岁)预测他们在以后的生活中的STEM身份和他们的STEM职业选择。该项目的目标是:(1)了解支持大多数人和西班牙裔/拉丁裔人口STEM身份发展的对话的特征和背景;(2)将研究成果转化为非正式的STEM学习实践,有助于年轻人未来对STEM领域的看法。为了实现这些目标,工作将解决以下研究问题:(1)5-9岁的青少年与朋友和家人进行STEM相关对话的内容、背景和结构是什么?(2)这些对话功能如何(即,内容,背景,结构)与青年STEM兴趣的发展,作为STEM人的认可感,以及STEM的自我认同有关?(3)与非西班牙裔/拉丁裔青年相比,西班牙裔/拉丁裔青年的文化价值观和科学谈话经验如何塑造与青年的STEM兴趣、作为STEM人的认同感以及对STEM的自我认同有关的谈话特征?以及(4)非正式STEM学习教育工作者的专业发展是否专注于鼓励青年与朋友和家人进行STEM相关的对话,这是否有助于青年对STEM的兴趣,认可感和对STEM的自我认同?为了解决这些问题,本研究将采用定性研究方法,在研究设计,数据收集和分析中应用现象学策略,以探索生活经验在社会和文化背景下的意义。参与者将包括来自社会,文化和语言不同背景的小学年龄学生(5-9岁; n = 50),参加大迈阿密地区的夏季科学夏令营,有意邀请那些由于社会经济和文化障碍而通常不会参加这些项目的儿童和家庭参加。为了解对学生产生长期影响的童年谈话类型,包括选择或坚持在大学从事STEM职业的学生所记得的谈话经历,制定面试协议;该项目还将招募一年级和二年级的大学生作为参与者。数据收集和解释策略将包括对大学生(n=32)和访谈(n = 16)的调查,以及对低年级学生(n= 50)的记录和编码半结构化访谈。STEM相关对话的内容,上下文和结构的广泛编码将进一步细分为子代码,以使用定性分析策略识别模式。这项研究的成果将构成一个理论框架和模型,可以指导专业人员和非正式学习机构的计划活动的发展,特别是围绕通过科学谈话参与STEM的脚手架。一个外部的评估者将同时处理活动的形成和总结方面。这个奖项反映了NSF的法定使命,并且通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为是值得支持的。

项目成果

期刊论文数量(6)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Creating Pathways for Equity in STEM Through Family Engagement: Highlighting the Experiences of Hispanic/Latine Youths
通过家庭参与创造 STEM 公平之路:强调西班牙裔/拉丁裔青少年的经历
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies
科学教育中的公平与正义:走向多重身份的多元宇宙和认识论
  • DOI:
    10.1002/sce.21750
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    4.3
  • 作者:
    Kayumova, Shakhnoza;Dou, Remy
  • 通讯作者:
    Dou, Remy
Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregivers
  • DOI:
    10.1002/sce.21688
  • 发表时间:
    2021-10-04
  • 期刊:
  • 影响因子:
    4.3
  • 作者:
    Cian, Heidi;Dou, Remy;Martinez, Alexandra
  • 通讯作者:
    Martinez, Alexandra
Constructing STEM identity: An expanded structural model for STEM identity research
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Remy Dou其他文献

Understanding Centrality: Investigating Student Outcomes within a Classroom Social Network
了解中心性:调查课堂社交网络中的学生成果
  • DOI:
    10.1119/perc.2015.pr.089
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Eric A. Williams;Eric Brewe;Justyna P. Zwolak;Remy Dou
  • 通讯作者:
    Remy Dou
Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type
童年经历和本科生对 STEM 学科的兴趣:参与环境和活动类型
Traversing STEM: Creating Pathways for Social Justice in the United States
穿越 STEM:为美国社会正义创造道路
  • DOI:
  • 发表时间:
    2016
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Remy Dou
  • 通讯作者:
    Remy Dou
Examining course syllabi: Introductory physics for life sciences
检查课程大纲:生命科学物理学入门
  • DOI:
    10.1103/physrevphyseducres.15.020143
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Remy Dou;Raluca Teodorescu;Adrian M. Madsen;E. Redish;M. Reeves
  • 通讯作者:
    M. Reeves
Costs of success: Financial implications of implementation of active learning in introductory physics courses for students and administrators
成功的成本:在物理入门课程中对学生和管理人员实施主动学习的财务影响
  • DOI:
    10.1103/physrevphyseducres.14.010109
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Eric Brewe;Remy Dou;R. Shand
  • 通讯作者:
    R. Shand

Remy Dou的其他文献

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