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Stories of Fire: Integrative Informal STEM Learning through Participatory Narratives

火的故事：通过参与式叙事进行综合非正式 STEM 学习

基本信息

批准号：
2006101
负责人：
Leda Kobziar
金额：
$ 29.99万
依托单位：
Regents of the University of Idaho
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：
2020-08-01 至 2022-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2006101&HistoricalAwards=false
关键词：
Stories Fire Integrative Informal STEM

项目摘要

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. The goal of this pilot and feasibility study is to increase participation in informal STEM learning in rural Idaho through Stories of Fire, a program based on personal narratives of wildland fire. Idaho is a rural state, with an average population of just 19 people per square mile, the fourth lowest population density in the United States. The state is experiencing increasingly severe wildfire, and effective responses to such environmental change require a better understanding of the underlying science. Contextualizing science learning, making connections between everyday lives and a sense of place can engage learners and bring about a better understanding of wildfire. This project will bring together a science communicator, a narratologist, a fire ecologist, and a specialist on emotions and public lands. They will work collaboratively with informal educators based in rural areas of Idaho underrepresented in STEM fields. Rural areas are rich in knowledge based on years of cumulative observations, cultural beliefs, and practices shared through community networks. This project builds on these rural assets while addressing the challenges rural populations face. The project addresses broadening participation in STEM through narrative practices that encourage more diverse ways of knowing, being, and representing science.This research study will explore: 1) what mechanisms of narrative (storytelling) most effectively integrate individuals’ personal experiences and accurate STEM content in fire science communication, and 2) what audience-centered approaches best facilitate narrative approaches to informal STEM learning. This project engages four levels of participants over four phases of research and programming: 1) The research team will interview and analyze the narratives of 40 Frontliners (e.g., wildland firefighters and evacuees) from the inland Northwest region with first-hand experience with wildfire. 2) They will conduct a narrative workshop to train 20 informal STEM Educators from across the state on audience-centered approaches that facilitate participant storytelling about fire. 3) Educators will pilot their own narrative-based informal science learning programs with program participants in their rural home communities across the state, 4) A professional podcaster will create two podcasts modeled on our research findings for public audiences reached through media.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。这项试点和可行性研究的目标是通过“火的故事”（一个基于个人对荒地火灾的叙述的项目），增加爱达荷州农村地区对非正式STEM学习的参与。爱达荷州是一个农村州，平均每平方英里只有19人，是美国人口密度第四低的州。该州正在经历日益严重的野火，有效应对这种环境变化需要更好地了解基础科学。将科学学习置于情境中，将日常生活和地方感联系起来，可以吸引学习者，并更好地了解野火。这个项目将汇集一个科学传播者，一个叙事学家，一个火灾生态学家，以及一个情感和公共土地专家。他们将与爱达荷州农村地区的非正式教育工作者合作，这些地区在STEM领域代表性不足。农村地区拥有丰富的知识，这些知识是基于多年积累的观察、文化信仰和通过社区网络共享的实践。该项目以这些农村资产为基础，同时解决农村人口面临的挑战。该项目旨在通过叙事实践来扩大STEM的参与，鼓励以更多样化的方式了解，存在和代表科学。这项研究将探索：（1）叙述的机制（讲故事）最有效地将个人的个人经历和准确的STEM内容整合到消防科学传播中，2）以观众为中心的方法最有利于非正式STEM学习的叙事方法。该项目在四个阶段的研究和编程中涉及四个级别的参与者：1）研究团队将采访和分析40名前线人员的叙述（例如，来自内陆西北地区的野火消防员和疏散人员），具有野火的第一手经验。2)他们将举办一个叙事研讨会，培训来自全州的20名非正式STEM教育工作者，以观众为中心的方法，促进参与者讲述有关火灾的故事。3)教育工作者将在全州的农村家庭社区与项目参与者一起试点他们自己的基于叙事的非正式科学学习项目，四、专业播客将创建两个播客模仿我们的研究成果，通过媒体达到公众观众。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查的支持的搜索.