Hidden No More: Shedding Light on Science Stories in the Shadows

不再隐藏：揭示阴影中的科学故事

• 批准号: 1906686
• 负责人: Todd Boyette
• 金额: $ 286.16万
• 依托单位: University of North Carolina at Chapel Hill
• 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: 2019-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1906686&HistoricalAwards=false
• 关键词: Hidden; No; More; Shedding; Light

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. There is a dearth of prominent STEM role models for underrepresented populations. For example, according to a 2017 survey, only 3.1% of physicists in the United States are Black, only 2.1% are Hispanic, and only 0.5% are Native American. The project will help bridge these gaps by developing exhibits that include simulations of historical scientific experiments enacted by little-known scientists of color, virtual reality encounters that immerse participants in the scientists' discovery process, and other content that allows visitors to interact with the exhibits and explore the exhibits' themes. The project will develop transportable, interactive exhibits focusing on light: how we perceive light, sources of light from light bulbs to stars, uses of real and artificial light in human endeavors, and past and current STEM innovators whose work helps us understand, create, and harness light now. The exhibits will be developed in three stages, each exploring a characteristic of light (Color, Energy, or Time). Each theme will be explored via multiple deliveries: short documentary and animated films, virtual reality experiences, interactive "photobooths," and technology-based inquiry activities. The exhibit components will be copied at seven additional sites, which will host the exhibits for their audiences, and the project's digital assets will enable other STEM learning organizations to duplicate the exhibits. The exhibits will be designed to address common gaps in understanding, among adults as well as younger learners, about light. What light really is and does, in scientific terms, is one type of hidden story these exhibits will convey to general audiences. Two other types of science stories the exhibits will tell: how contemporary research related to light, particularly in astrophysics, is unveiling the hidden stories of our universe; and hidden stories of STEM innovators, past and present, women and men, from diverse backgrounds. These stories will provide needed role models for the adolescent learners, helping them learn complex STEM content while showing them how scientific research is conducted and the diverse community of people who can contribute to STEM innovations and discoveries. The project deliverables will be designed to present complex physics content through coherent, immersive, and embodied learning experiences that have been demonstrated to promote engagement and deeper learning. The project will research whether participants, through interacting with these exhibits, can begin to integrate discrete ideas and make connections with complex scientific content that would be difficult without technology support. For example, students and other novices often lack the expertise necessary to make distinctions between what is needed and what is extra within scientific problems. The proposed study follows a Design-Based Research (DBR) approach characterized by iterative cycles of data collection, analysis, and reflection to inform the design of educational innovations and advance educational theory. Project research includes conceiving, building, and testing iterative phases, which will enable the project to capture the complexity of learning and engagement in informal learning settings. Research participants will complete a range of research activities, including focus group interviews, observation, and pre-post assessment of science content knowledge and dispositions. By showcasing such role models and informing about related STEM content, this project will widen perspectives of audiences in informal learning settings, particularly adolescents from groups underrepresented in STEM fields. Research findings and methodologies will be shared widely in the informal STEM learning community, building the field's knowledge of effective ways to broaden participation in informal science learning, and thus increase broaden participation in and preparation for the STEM-based workforce.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.

作为增强非正式环境学习的整体战略的一部分，前进的非正式STEM学习（AISL）计划为在各种环境中使用的创新资源提供了资金。缺乏代表性不足的人群的突出的STEM榜样。例如，根据2017年的一项调查，美国只有3.1％的物理学家是黑人，只有2.1％是西班牙裔，只有0.5％是美国原住民。该项目将通过开发展览，包括鲜为人知的颜色科学家制定的历史科学实验，虚拟现实相遇，使参与者沉浸在科学家的发现过程中，以及其他允许访客与展品互动并探索展品主题的内容。该项目将开发可运输的交互式展览，重点是光线：我们如何感知光源，从灯泡到星星的光源，人类努力中真实和人造光的使用以及过去和现在的STEM创新者，他们的工作有助于我们现在可以理解，创造和刺穿光线。展览将分为三个阶段，每个阶段都探索光（颜色，能量或时间）的特征。每个主题将通过多个交付：简短的纪录片和动画电影，虚拟现实体验，交互式“ Photoboots”以及基于技术的询问活动。展览组件将在另外七个站点上复制，该网站将为他们的观众提供展览，该项目的数字资产将使其他STEM学习组织能够复制展览。 这些展览将旨在解决成年人和年轻学习者中关于光线的常见差距。从科学的角度来看，光是什么是真正的和做的事情，是这些展览将传达给一般受众的一种隐藏故事。展览将讲述的另外两种类型的科学故事：当代研究与光线体有关，特别是在天体物理学中如何揭示我们宇宙的隐藏故事；以及从不同背景的过去和现在的STEM创新者的隐藏故事。这些故事将为青少年学习者提供所需的榜样，帮助他们学习复杂的STEM内容，同时向他们展示如何进行科学研究以及可以为STEM创新和发现做出贡献的人们的多样化社区。 该项目的可交付成果将旨在通过相干，沉浸式和体现的学习经验来展示复杂的物理内容，这些学习经验已被证明促进参与和更深入的学习。该项目将研究参与者是否通过与这些展览进行互动，是否可以开始整合离散的想法，并与没有技术支持的复杂科学内容建立联系。例如，学生和其他新手通常缺乏在科学问题中所需的内容和额外的额外区分所必需的专业知识。 拟议的研究遵循基于设计的研究（DBR）方法，其特征是数据收集，分析和反思的迭代周期，以告知教育创新的设计和提高教育理论。项目研究包括构思，建造和测试迭代阶段，这将使项目能够捕捉非正式学习环境中学习和参与的复杂性。研究参与者将完成一系列研究活动，包括焦点小组访谈，观察以及对科学内容知识和性格的前post评估。通过展示此类榜样并通知相关的STEM内容，该项目将扩大非正式学习环境中受众的观点，尤其是来自STEM领域中代表性不足的群体的青少年。研究发现和方法论将在非正式的STEM学习社区中广泛共享，建立该领域的知识，以了解参与非正式科学学习的有效方法，从而增加对基于STEM的劳动力的参与和准备。该奖项反映了NSF的法定任务，并通过使用该基金会的知识优点和广泛的影响来通过评估来进行评估，并通过评估值得进行评估。

项目成果

Museum-based Virtual Reality and Middle Schoolers Interest and Engagement in Science.

基于博物馆的虚拟现实和中学生对科学的兴趣和参与。

• 发表时间: 2021
• 期刊: SITE Interactive Conference
• 作者: Ramsey, R;Mao, M.;Anderson, J.;Hamm, J.V.
• 通讯作者: Hamm, J.V.

Scaffolding a Science Museum Exhibit through Signage

通过标牌搭建科学博物馆展览的脚手架

• 发表时间: 2022
• 期刊: Society for Information Technology & Teacher Education International Conference
• 作者: Ramsey, R.;Mao, M.;Anderson, J.;Hamm, J.V.
• 通讯作者: Hamm, J.V.