Science Learning +: Partnering for Equitable STEM Pathways for Underrepresented Youth

科学学习：合作为代表性不足的青年提供公平的 STEM 途径

• 批准号: 2016707
• 负责人: Angela Calabrese Barton
• 金额: $ 67万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 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 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2016707&HistoricalAwards=false
• 关键词: Science; Learning; Partnering; Equitable; STEM

This 4-year project addresses fundamental equity issues in informal Science, Technology, Engineering and Mathematics (STEM) learning. Access to, and opportunities within informal STEM learning (ISL) remain limited for youth from historically underrepresented backgrounds in both the United States and the United Kingdom. However, there is evidence that ISL experiences can expand opportunities for youth learning and development in STEM, for instance, increase positive attitudes towards educational aspirations and future careers/pursuits, improve grades and test scores in school settings, and decrease disciplinary action and dropout rates. Through research and development, this project brings together researchers and practitioners to focus on the experiences, practices and tools that will support equitable youth pathways into STEM. Working across conceptual frameworks and ISL settings (e.g. science centers, community groups, zoos) and universities in four urban contexts in two different nations, the partnership will produce a coherent knowledge base that strengthens and expands research plus practice partnerships, builds capacity towards transformative research and development, and develops new models and tools in support of equitable pathways into STEM at a global level. This project is funded through Science Learning+, which is an international partnership between the National Science Foundation (NSF) and the Wellcome Trust with the UK Economic and Social Research Council. The goal of this joint funding effort is to make transformational steps toward improving the knowledge base and practices of informal STEM experiences. Within NSF, Science Learning+ is part of the Advancing Informal STEM Learning (AISL) program that seeks to enhance learning in informal environments and to broaden access to and engagement in STEM learning experiences. This Equity Pathways project responds to three challenges at the intersections of ISL research and practice in the United States and the United Kingdom: 1) lack of shared understanding of how youth from historically underrepresented backgrounds perceive and experience ISL opportunities across national contexts, and the practices and tools needed to support empowered movement through ISL; 2) limited shared understanding and evidence of core high-leverage practices that support such youth in progressing within and across ISL, and 3) limited understanding of how ISL might be equitable and transformative for such youth seeking to develop their own pathways into STEM. The major goal of this Partnership is for practitioners and researchers, working with youth through design-based implementation research, survey and critical ethnography, to develop new understandings of how and under what conditions they participate in ISL over time and across settings, and how they may connect these experiences towards pathways into STEM. The project will result in: 1) New understandings of ISL pathways that are equitable and transformative for youth from historically underrepresented backgrounds; 2) A set of high leverage practices and tools that support equitable and transformative informal science learning pathways (and the agency youth need to make their way through them); and 3) Strengthened and increased professional capacity to broaden participation among youth from historically underrepresented backgrounds in STEM through informal science learning. The project will be carried out by research + practice partnerships in 4 cities: London & Bristol, UK and Lansing, MI & Portland, OR, US, involving university researchers (University College London, Michigan State University, Oregon State University/Institute for Learning Innovation) practitioners in science museums (@Bristol Science Centre, Brent Lodge Park Animal Centre, Impressions 5, Oregon Museum of Science & Industry) and community-based centers (STEMettes, Knowle West Media Centre, Boys & Girls Clubs of Lansing, and Girls, Inc. of the Pacific Northwest).

这个为期四年的项目旨在解决非正式科学、技术、工程和数学（STEM）学习中的基本公平问题。在美国和英国，来自历史上代表性不足背景的年轻人获得非正式STEM学习（ISL）的机会仍然有限。然而，有证据表明，ISL的经历可以扩大青少年在STEM领域学习和发展的机会，例如，增加对教育愿望和未来职业/追求的积极态度，提高学校的成绩和考试成绩，减少纪律处分和辍学率。通过研究和开发，该项目将研究人员和从业人员聚集在一起，重点关注将支持青年公平进入STEM的经验、实践和工具。在两个不同国家的四个城市背景下，跨概念框架、ISL环境（如科学中心、社区团体、动物园）和大学开展合作，该伙伴关系将产生一个连贯的知识库，以加强和扩大研究加实践伙伴关系，建设实现变革性研究和开发的能力，并开发新的模型和工具，以支持在全球范围内公平地进入STEM。该项目由“科学学习+”项目资助，该项目是由美国国家科学基金会（NSF）、惠康基金会和英国经济与社会研究委员会共同发起的国际合作项目。这项联合资助工作的目标是采取转型步骤，改善非正式STEM经验的知识库和实践。在NSF内部，科学学习+是推进非正式STEM学习（AISL）计划的一部分，该计划旨在加强非正式环境中的学习，并扩大STEM学习经验的获取和参与。“公平之路”项目应对了美国和英国在ISL研究和实践的交叉点上面临的三个挑战：1)缺乏对历史上代表性不足的背景的年轻人如何在国家背景下感知和体验ISL机会的共同理解，以及通过ISL支持赋权运动所需的实践和工具；2)对支持这些青年在ISL内部和整个ISL中进步的核心高杠杆实践的共同理解和证据有限；3)对ISL如何为这些寻求发展自己的STEM之路的青年提供公平和变革的理解有限。该伙伴关系的主要目标是让从业人员和研究人员通过基于设计的实施研究、调查和批判性人种学与青年合作，对他们如何以及在什么条件下随时间和跨环境参与ISL，以及他们如何将这些经验与进入STEM的途径联系起来有新的理解。该项目将导致：1)对ISL途径的新理解，这些途径对历史上代表性不足的背景的青年来说是公平和具有变革性的；2)一套高杠杆的实践和工具，支持公平和变革性的非正式科学学习途径（青年需要通过这些途径）；3)加强和提高专业能力，通过非正式的科学学习，扩大历史上代表性不足背景的青年对STEM的参与。该项目将在4个城市通过研究+实践伙伴关系进行：英国伦敦和布里斯托尔，密歇根州兰辛和美国俄勒冈州波特兰，涉及大学研究人员（伦敦大学学院，密歇根州立大学，俄勒冈州立大学/学习创新研究所）科学博物馆（布里斯托尔科学中心，布伦特洛奇公园动物中心，印象5，俄勒冈科学和工业博物馆）和社区中心(stemttes， Knowle West媒体中心，兰辛男孩和女孩俱乐部，以及女孩，太平洋西北部的公司)。

项目成果

Reclaiming our science center: Youth co-design of the Katherine Johnson Room.

夺回我们的科学中心：凯瑟琳·约翰逊室的青年共同设计。

• 发表时间: 2021
• 期刊: ASTC dimensions
• 作者: Balzer, M.

Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning

破坏性时刻是实现非正式科学学习中正义导向的教学实践的机会

• DOI: 10.1002/sce.21682
• 发表时间: 2021
• 期刊: Science Education
• 影响因子: 4.3
• 作者: Calabrese Barton, Angela;Greenberg, Day;Kim, Won J.;Brien, Sinead;Roby, ReAnna;Balzer, Micaela;Turner, Carmen;Archer, Louise
• 通讯作者: Archer, Louise

Practices for Social-Spatial Justice: A Community Project for Reclaiming the Local Science Center

社会空间正义的实践：收回当地科学中心的社区项目

• 发表时间: 2021
• 期刊: International Society of the Learning Sciences (ISLS
• 作者: Barton, A. C.

‘It really has made me think’: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool

“这确实让我思考”：探索非正式 STEM 学习实践者如何使用 Equity Compass 工具为社会正义发展批判性反思实践

• DOI: 10.1080/14681366.2022.2159504
• 发表时间: 2022
• 期刊: Culture & Society
• 作者: Archer, Louise;Godec, Spela;Patel, Uma;Dawson, Emily;Calabrese Barton, Angela
• 通讯作者: Calabrese Barton, Angela