Storybook STEM: Professional Convening for Cross-Sector Understanding of Children's Literature as a Tool for Supporting Informal STEM Learning

故事书 STEM：专业召集跨部门理解儿童文学作为支持非正式 STEM 学习的工具

• 批准号: 1902536
• 负责人: Scott Pattison
• 金额: $ 7.5万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-02-01 至 2021-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1902536&HistoricalAwards=false
• 关键词: Storybook; STEM; Professional; Convening; Cross

A large body of research highlights the benefits of storybooks for children's learning. In the context of preschool classrooms, the use of storybooks to engage young children in STEM is a frequent topic of practitioner-oriented articles. There is also an increasing number of informal STEM education (ISE) projects exploring how to leverage storybooks to engage young children and their families in different STEM content domains. While there is universal excitement for the potential of storybooks in ISE, there is an acknowledgment of a critical need for more cross-project sharing, more research, and more efforts to synthesize and share findings. This award will catalyze new research studies and partnerships to advance efforts in ISE contexts, including the role of books in the overall learning experience or program, how books are selected or designed, and how the reading is facilitated by teachers and families. Participants will be educators and researchers working with or studying family learning for preschool-age children (three to five years) using early childhood fiction books as a tool for engaging families in STEM topics and skills.Storybook STEM will be implemented in four phases: (1) pre-convening activities to plan, synthesize existing resources, engage a broader group of educators and researchers beyond convening attendees, and prepare convening participants to maximize the value of the in-person discussions; (2) in-person convening to catalyze cross-project discussions, outline promising practices, and identify questions and ideas for the future; (3) evaluation of the impact and value of the convening, from the perspective of participants and a project steering committee; and (4) dissemination of findings and recommendations to educators and researchers within and beyond the ISE field. Outcomes include: (1) documenting current and past work in ISE and other fields; (2) summarizing key recommendations and resources from the reading, literacy, and early childhood development fields; and (3) outlining promising directions for future work. This award 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. The findings from this project will provide a critical resource to help these efforts be more effective and inclusive for audiences across the country. Research studies motivated by the convening will address the lack of empirical work on storybooks as a tool for ISE programs and advance the ISE field's knowledge of how to integrate these books effectively. Because storybooks are a highly accessible and almost universally used family learning resource, the topic of the convening will be relevant to a wide range of audiences and will help educators broaden access to ISE for traditionally underserved and under-resourced 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.

大量的研究强调了故事书对儿童学习的好处。在学龄前教室的背景下，使用故事书让幼儿参与STEM是面向教师的文章的常见话题。还有越来越多的非正式STEM教育（伊势）项目，探索如何利用故事书吸引幼儿及其家庭参与不同的STEM内容领域。虽然人们普遍对伊势中故事书的潜力感到兴奋，但人们承认迫切需要更多的跨项目共享，更多的研究以及更多的综合和共享发现的努力。该奖项将促进新的研究和合作伙伴关系，以推进伊势环境中的努力，包括书籍在整体学习体验或计划中的作用，如何选择或设计书籍，以及教师和家庭如何促进阅读。参与者将是从事或研究学龄前儿童家庭学习的教育工作者和研究人员（三至五年）使用幼儿小说书籍作为工具，让家庭参与STEM主题和技能。故事书STEM将分四个阶段实施：（1）召开会议前的活动，以规划、综合现有资源，使更广泛的教育工作者和研究人员群体参与会议，而不是召集与会者，（2）亲自召集会议，以促进跨项目讨论，概述有前途的做法，并确定未来的问题和想法;（3）从与会者和项目指导委员会的角度评估召集会议的影响和价值;以及（4）向伊势领域内外的教育工作者和研究人员传播调查结果和建议。成果包括：（1）记录伊势和其他领域当前和过去的工作;（2）总结阅读、扫盲和幼儿发展领域的关键建议和资源;（3）概述未来工作的前景。该奖项由推进非正式STEM学习（AISL）计划资助，该计划旨在推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大获得和参与STEM学习经验。该项目的调查结果将提供关键资源，帮助这些努力对全国各地的受众更加有效和包容。由召集动机的研究将解决缺乏作为伊势计划工具的故事书的实证工作，并推进伊势领域如何有效整合这些书籍的知识。由于故事书是一个高度可及和几乎普遍使用的家庭学习资源，召集的主题将是相关的广泛受众，并将帮助教育工作者扩大获得伊势为传统上服务不足和资源不足的社区。这个奖项反映了NSF的法定使命，并已被认为是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的支持。