A Research to Practice Conference to Identify and Disseminate the Evidence, Characteristics and Program Models that Demonstrate the Value of Connected STEM Learning

一次研究实践会议，旨在识别和传播展示互联 STEM 学习价值的证据、特征和项目模型

• 批准号: 2031157
• 负责人: Elizabeth Murphy
• 金额: $ 7.5万
• 依托单位: National Science Teaching Association
• 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: 2020-08-15 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2031157&HistoricalAwards=false
• 关键词: Research; Practice; Conference; Identify; Disseminate

The National Science Teachers Association will convene a conference that will bring together STEM researchers and practitioners to review the growing connected science learning movement. A connected science learning environment has been described as a robust science ecology containing a wide variety of programs, across a range of institutions and places, allowing youth different and multiple ways to engage with STEM. Such environments can include small partnerships, such as a science museum and K-12 schools, or a large, community-wide network of a variety of organizations such as K-12 schools, museums, universities, government agencies, and community organizations. The conference will bring together over forty participants, who will meet in a series of several online meetings. The conference will result in a series of papers, articles in the online Connected Science Learning journal and other publications, a series of webinars and online forums where participants can engage with themes identified in the conference, and conference presentations at the annual meetings of organizations including the National Science Teachers Association, the Association of Science-Technology Centers, and others. This award is funded by the Advanced Informal STEM Learning program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. The conference will: (1) document the research foundation that supports and demonstrates the impact and value of high-quality connected science learning experiences; (2) identify areas for which future research is recommended; and (3) provide effective, practitioner-focused resources that advance connected STEM learning. The conference will include participants that represent a wide range of researchers and practitioners in informal and formal STEM education, as well as representing gender, racial/ethnic and geographical diversity. The results and products of the conference will be instrumental in developing the understanding and appreciation for connecting STEM learning and ultimately improving connected STEM learning for K-12 youth. The importance of emphasizing diversity, equity, and accessibility will be strongly represented in the key evidence identified through the conference and will be reflected in the resources that will be disseminated to a broader audience.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.

全国科学教师协会将召开一次会议，将STEM研究人员和实践者聚集在一起，回顾日益增长的互联科学学习运动。互联的科学学习环境被描述为一个强大的科学生态，包含各种项目，跨越一系列机构和地点，允许年轻人以不同和多种方式参与STEM。这种环境可以包括小型合作伙伴关系，如科学博物馆和K-12学校，或由各种组织组成的大型社区网络，如K-12学校、博物馆、大学、政府机构和社区组织。这次会议将汇集40多名与会者，他们将在一系列的几个在线会议中会面。会议将产生一系列论文、在线连接的《科学学习》杂志和其他出版物上的文章、一系列网络研讨会和在线论坛，与会者可以在这些研讨会和在线论坛上参与会议确定的主题，并在全国科学教师协会、科学技术中心协会等组织的年会上发表会议演讲。该奖项由高级非正式STEM学习计划资助，该计划旨在促进在非正式环境中设计和开发STEM学习的新方法和基于证据的理解。会议将：(1)记录支持和展示高质量互联科学学习体验的影响和价值的研究基础；(2)确定建议进行未来研究的领域；以及(3)提供有效的、以实践者为重点的资源，促进互联STEM学习。与会者将代表STEM非正式和正规教育领域的广泛研究人员和实践者，并代表性别、种族/族裔和地理多样性。会议的成果和成果将有助于增进对互联STEM学习的理解和欣赏，并最终改善K-12青年的互联STEM学习。强调多样性、公平性和可获得性的重要性将在通过会议确定的关键证据中得到强烈体现，并将反映在将向更广泛的受众传播的资源中。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Connected STEM Learning in Research & Practice

研究中的互联 STEM 学习

• 发表时间: 2023
• 期刊: Connected STEM Learning in Research & Practice
• 作者: Dierking, L.D.;Falk, J.H.;Shaby, N.;Staus, N.L.;Taylor, K.H.;Xu, G.;Benavides, A.;Calabrese Barton, A.;Tan, E.;Bliesener, S.
• 通讯作者: Bliesener, S.