Studying Scientist-Educator-Artist Collaborations and Participatory Community Learning around Environmental Change and Adaptation

研究围绕环境变化和适应的科学家-教育者-艺术家合作和参与式社区学习

• 批准号: 2006001
• 负责人: Amy Lesen
• 金额: $ 29.99万
• 依托单位: Tulane University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2021-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2006001&HistoricalAwards=false
• 关键词: Studying; Scientist; Educator; Artist; Collaborations

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program 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. This two-year Pilots and Feasibility project seeks to build knowledge and strategic impact in the informal STEM learning field by studying how and why science-education-art collaborations yield impactful informal STEM learning experiences. By design and implementing interactive and participatory experiences for adult audiences, this project will build knowledge about how to help communities learn about environmental science and apply scientific knowledge to environmental decision-making in their lives. The project’s two overarching research questions are: (1) What are the essential elements of collaboration among scientists, educators, and artists that support learning about adaptation in a changing environment? (2) In what ways do designed, participatory, informal science learning experiences support participant learning? This pilot project will: a) develop methods for facilitating and assessing collaboration among scientists, educators, and artists; b) pilot and refine approaches for engaging scientists, educators, and artists with community members for high quality participatory experiences focus on learning about adaptation to environmental change in informal learning settings; c) pilot and refine methods to measure the outcomes for community participants on knowledge about environmental change and its application to problems in their everyday lives. This project is innovative in bridging a diverse body of scholarship in order to study the process of collaboration and the specific ways interdisciplinary collaborations foster learning. Because informal STEM learning settings often combine the work of multiple disciplines, examining the process and outcomes of collaborative, participatory STEM learning has the potential to deliver widely applicable guidance for achieving more impactful educational outcomes.The proposed project will broaden participation by engaging adult members of environmentally vulnerable communities in participatory STEM activities and will improving individual and community well-being by delivering tools for future decision-making. The collaborative project will build valuable partnerships and capacity between disparate sectors of society, allowing co-learning and co-production of knowledge. Results will be published in scholarly journals as well as shared with community participants.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.

作为其整体战略的一部分，以加强在非正式环境中的学习，推进非正式STEM学习（AISL）计划旨在推进新的方法，并以证据为基础的理解，在非正式环境中的STEM学习的设计和开发。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。这个为期两年的试点和可行性项目旨在通过研究科学-教育-艺术合作如何以及为什么产生有影响力的非正式STEM学习经验，在非正式STEM学习领域建立知识和战略影响。通过为成人观众设计和实施互动和参与式体验，该项目将积累有关如何帮助社区了解环境科学并将科学知识应用于其生活中的环境决策的知识。该项目的两个首要研究问题是：（1）科学家，教育工作者和艺术家之间的合作，支持学习适应不断变化的环境的基本要素是什么？(2)设计好的、参与式的、非正式的科学学习经验以何种方式支持参与式学习？该试点项目将：B）试行和完善让科学家、教育工作者和艺术家与社区成员一起参与的方法，以获得高质量的参与性经验，重点是在非正式学习环境中学习适应环境变化的知识;（c）试行和改进各种方法，以衡量社区参与者在了解环境变化及其在日常生活中的应用方面取得的成果。 该项目是创新的，在弥合不同的奖学金机构，以研究合作的过程和跨学科合作促进学习的具体方式。由于非正式的STEM学习环境通常联合收割机结合多个学科的工作，检查协作的过程和结果，参与式STEM学习有可能为实现更有影响力的教育成果提供广泛适用的指导。拟议的项目将通过让环境脆弱社区的成年成员参与STEM活动来扩大参与，并将改善个人和社区的健康状况，为未来的决策提供工具。 该合作项目将在社会不同部门之间建立宝贵的伙伴关系和能力，从而能够共同学习和共同创造知识。该奖项反映了NSF的法定使命，并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，被认为值得支持。