Playful Learning Landscapes: Promoting Informal STEM Learning in Public Spaces

有趣的学习景观：促进公共场所的非正式 STEM 学习

• 批准号: 2005776
• 负责人: Andres Bustamante
• 金额: $ 257.49万
• 依托单位: University of California-Irvine
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2005776&HistoricalAwards=false
• 关键词: Playful; Learning; Landscapes; Promoting; Informal

A long history of research suggests that early informal STEM learning experiences such as block play, puzzles, visiting zoos and science museums can build a strong foundation for STEM learning and which leads to later STEM success. Yet, children from low-income and historically underserved communities have less access to these opportunities due to scarce resources and barriers to access such as transportation and cost. To address these challenges, this project will endeavor to infuse public urban spaces such as local parks, bus-stops, and grocery stores with playful and engaging informal STEM learning opportunities in low-income Latinx neighborhoods as a strategy for understanding how public spaces—when co-designed with community partners and informed by the science of learning—can foster rich, informal STEM learning experiences for young children in neighborhood places where families naturally spend time. 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. Using techniques of Community-Based, Participatory Design Research, researchers will collaborate closely with community families and partners in Santa Ana, California to achieve three aims: 1) Co-design a series of outdoor Playful Learning Landscape (PLL) exhibit installations with community partners that reflect the goals, values, and cultural capital of the Latino community. 2) Explore how caregivers and their children experience PLL exhibit installations and examine the development and changes in: a) caregiver-child STEM conversation and interactions, and b) caregiver attitudes about the importance of informal STEM learning and their beliefs about their role in facilitating STEM learning. 3) Leverage existing data from county partners to examine the potential effects of having multiple PLL installations within a specific neighborhood on promoting STEM learning and development across an array of cognitive and socio-emotional outcomes in early-childhood. This project will advance current knowledge on informal STEM learning by demonstrating new ways to understand the cultural assets that Latinx families bring to learning contexts, showing how the unique assets and needs of a local community can be incorporated into public infrastructure, and documenting the STEM-related learning experiences and interactions that occur in these settings. Due to a partnership with the Orange County Children and Families Commission, which collects data on child learning and development on every child in the county, researchers will examine the longitudinal impacts of a cluster of playful STEM-learning exhibit installations in a single neighborhood on children’s developmental outcomes compared to matched neighborhoods without access to these installations. By leveraging everyday routines to promote playful STEM learning and caregiver-child STEM-related interactions, this project will: 1) empower caregivers to build a STEM learning foundation for children during early childhood; and 2) serve as a model for how cities can be re-designed to enhance ubiquitous STEM learning across public spaces, with the cultural capital of local families and children at the center of urban design and revitalization.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.

长期的研究表明，早期的非正式STEM学习经历，如积木游戏，拼图，参观动物园和科学博物馆，可以为STEM学习奠定坚实的基础，并导致后来的STEM成功。然而，由于资源稀缺以及交通和成本等障碍，来自低收入和历史上服务不足社区的儿童获得这些机会的机会较少。为了应对这些挑战，该项目将奋进为公共城市空间，如当地公园，公共汽车站和杂货店注入低收入拉丁裔社区的有趣和引人入胜的非正式STEM学习机会，作为了解公共空间如何与社区合作伙伴共同设计并了解学习科学的策略，可以培养富人，为幼儿提供非正式的STEM学习体验，在家庭自然度过的社区。该项目由推进非正式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，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深入学习的理解。利用社区为基础的技术，渐进式设计研究，研究人员将密切合作，与社区家庭和合作伙伴在圣安娜，加州，以实现三个目标：1）共同设计一系列户外游乐学习景观（PLL）展览装置与社区合作伙伴，反映目标，价值观和文化资本的拉丁裔社区。2)探索护理人员和他们的孩子如何体验PLL展览装置，并检查以下方面的发展和变化：a）儿童与STEM对话和互动，以及B）护理人员对非正式STEM学习的重要性的态度以及他们对促进STEM学习的作用的信念。3)利用县合作伙伴的现有数据，研究在特定社区内安装多个PLL对促进儿童早期一系列认知和社会情感结果的STEM学习和发展的潜在影响。该项目将通过展示新的方法来了解拉丁裔家庭为学习环境带来的文化资产，展示如何将当地社区的独特资产和需求纳入公共基础设施，并记录在这些环境中发生的与STEM相关的学习经验和互动，来推进当前对非正式STEM学习的认识。由于与橙子县儿童和家庭委员会的合作，该委员会收集了该县每个儿童的儿童学习和发展数据，研究人员将研究一组有趣的STEM学习展览装置在单个社区对儿童发展成果的纵向影响，与没有这些装置的匹配社区相比。通过利用日常生活来促进有趣的STEM学习和儿童与STEM相关的互动，该项目将：1）使照顾者能够在幼儿期为儿童建立STEM学习基础; 2）作为一个模型，说明如何重新设计城市，以加强公共空间中无处不在的STEM学习，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进行评估，被认为值得支持和更广泛的影响审查标准。

项目成果

Using a participatory design approach for co-creating culturally situated STEM enrichment activities

• DOI: 10.1016/j.appdev.2022.101451
• 发表时间: 2022-07-29
• 期刊: JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
• 影响因子: 3
• 作者: Belgrave, Ashlee B.;Bermudez, Vanessa N.;Bustamante, Andres S.
• 通讯作者: Bustamante, Andres S.

Elevating the Ways in Which Latina Mothers Perceive, Do, and Envision Early STEM learning

提升拉丁裔母亲感知、实践和设想早期 STEM 学习的方式

• 发表时间: 2022
• 期刊: Proceedings of International Society of the Learning Sciences (ISLS
• 作者: Garcia, Leiny;Roldan, Wendy;Bermudez, Vanessa;Bustamante, Andres S.;Ahn, June.
• 通讯作者: Ahn, June.

Understanding pedagogical frameworks, relationships, and learning opportunities in community-based participatory design.

了解基于社区的参与式设计中的教学框架、关系和学习机会。

• 发表时间: 2021
• 期刊: Proceedings of International Society of the Learning Sciences (ISLS
• 作者: Chew, Phebe

Reimagining urban design for play and learning.

重新构想游戏和学习的城市设计。

• 发表时间: 2021
• 期刊: Dialogues
• 作者: Bustamante, A. S.