Embodied Physics: Using the Lenses of Physics and Dance to Investigate Learning, Engagement, and Identity Development for Black and Latinx Youth

具身物理：利用物理和舞蹈的视角来调查黑人和拉丁裔青少年的学习、参与和身份发展

• 批准号: 2115921
• 负责人: Folashade Cromwell Solomon
• 金额: $ 152.21万
• 依托单位: TERC Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115921&HistoricalAwards=false
• 关键词: Embodied; Physics; Using; Lenses; Dance

The call for more science, technology, engineering, and mathematics (STEM) education taking place in informal settings has the potential to shape future generations, drive new innovations and expand opportunities. Yet, its power remains to be fully realized in many communities of color. However, research has shown that using creative embodied activities to explore science phenomena is a promising approach to supporting understanding and engagement, particularly for youth who have experienced marginalization. Prior pilot work by the principal investigator found that authentic inquiries into science through embodied learning approaches can provide rich opportunities for sense-making through kinesthetic experience, embodied imagining, and the representation of physics concepts for Black and Latinx teens when learning approaches focused on dance and dance-making. This Research in Service to Practice project builds on prior work to better understand the unique opportunities for learning, engagement, and identity development for these youth when physics is explored in the context of the Embodied Physics Learning Lab Model. The model is conceptualized as a set of components that (1) allow youth to experience and utilize their intersectional identities; (2) impact engagement with physics ideas, concepts and phenomena; and (3) lead to the development of physics knowledge and other skills. The project aims to contribute to more expansive definitions of physics and physics learning in informal spaces. While the study focuses primarily on Black and Latinx youth, the methods and discoveries have the potential to impact the teaching of physics for a much broader audience including middle- and high-school children, adults who may have been turned off to physics at an earlier age, and undergraduate physical science majors who are struggling with difficult concepts. 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.The research is grounded in sociocultural perspectives on learning and identity, embodied interaction and enactive cognition, and responsive design. The design is also informed by the notion of “ArtScience” which highlights commonalities between the thinking and making practices used by artists and by scientists and builds on the theoretical philosophy that all things can be understood through art or through science but integrating the two lenses allows for more complete understandings. Research will investigate the relationship between embodied learning approaches, design principles, and structures of the Embodied Physics Learning Lab model using the lenses of physics, dance, and integrated ArtScience to better understand the model. The project employs design-based research to address two overarching research questions: (1) What unique opportunities for learning, engagement, and identity development for Black and Latinx youth occur when physics is explored in the context of the Embodied Physics Learning Lab Model? and (2) How do variations in site demographics and site implementation influence the impact and scalability of the Learning Lab model? Further, the inquiry will consider (a) how youth experience and utilize their intersectional various identities in the context of the activities, structures, and essential elements of the embodied physics learning lab; (b) how youth's level of physics engagement changes depending on which embodied learning approaches and essential element structures are used; (c) the physics knowledge and other skills youth attain through the set of activities; and (d) how, if at all, the embodied learning approaches engage youth in thinking about their own agency as STEM doers. An interdisciplinary team of researchers, choreographers, and youth along with community organizations will co-design and implement project activities across four sites. Approximately 200 high school youth will be engaged; 24 will have the role of Teen Thought Partner. Through three iterative design cycles of implementation, the project will refine the model to investigate which elements most affect successful implementation and to identify the conditions necessary for scale-up. Data will be collected in the form of video, field notes, pre- and post- interviews, pre- and post- surveys, and artifacts created by the youth. Analyses will include a combination of interaction analysis, descriptive data analysis, and movement analysis. In addition to the research findings and explication of the affordances and constraints of the model, the project will also create a curricular resource, including narrative text and video demonstrations of physics concepts led by the teen thought partners, video case training modules, and assessment tools.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.

在非正式环境中开展更多的科学、技术、工程和数学（STEM）教育的呼吁有可能塑造后代，推动新的创新并扩大机会。然而，它的力量在许多有色人种社区仍有待充分实现。然而，研究表明，利用创造性的具体活动来探索科学现象，是一种支持理解和参与的有希望的方法，特别是对经历过边缘化的青年来说。首席研究员先前的试点工作发现，通过具体的学习方法对科学进行真实的探究，可以通过动觉体验，具体的想象以及黑人和拉丁裔青少年的物理概念的表示提供丰富的机会，当学习方法专注于舞蹈和舞蹈制作时。这个服务于实践的研究项目建立在以前的工作，以更好地了解这些年轻人的学习，参与和身份发展的独特机会时，物理学是在探索物理学习实验室模型的背景下。该模型被概念化为一组组件，这些组件（1）允许年轻人体验和利用他们的交叉身份;（2）影响对物理思想、概念和现象的参与;（3）促进物理知识和其他技能的发展。该项目旨在为非正式空间中的物理学和物理学学习提供更广泛的定义。虽然这项研究主要集中在黑人和拉丁裔青年，但这些方法和发现有可能影响更广泛受众的物理教学，包括初中和高中儿童，可能在早期被物理学拒之门外的成年人，以及正在努力解决困难概念的本科物理科学专业。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学习设计和开发的新方法和基于证据的理解。该研究基于学习和身份的社会文化视角，体现互动和生成认知，以及响应式设计。该设计还受到“艺术科学”概念的启发，该概念强调了艺术家和科学家使用的思维和制作实践之间的共性，并建立在理论哲学的基础上，即所有事物都可以通过艺术或科学来理解，但将两种镜头结合起来可以更全面地理解。研究将调查具体的学习方法，设计原则和结构之间的关系，使用物理，舞蹈和综合艺术科学的镜头，以更好地理解模型的物理学习实验室模型。该项目采用设计为基础的研究，以解决两个首要的研究问题：（1）什么独特的机会，学习，参与和身份发展的黑人和拉丁裔青年发生时，物理学是探索的背景下，物理学习实验室模型？以及（2）网站人口统计和网站实施的变化如何影响学习实验室模型的影响和可扩展性？此外，调查将考虑（a）青年如何体验和利用他们的交叉各种身份的背景下的活动，结构和基本要素的体现物理学习实验室;（B）如何青年的物理参与水平的变化取决于哪些体现学习方法和基本要素结构的使用;（c）青年人通过这一系列活动获得的物理知识和其他技能;（d）具体的学习方法如何（如果有的话）使青年人思考他们作为STEM实践者的自身能动性。一个由研究人员、编舞者和青年沿着与社区组织组成的跨学科团队将在四个地点共同设计和实施项目活动。大约200名高中青年将参与其中; 24名将担任青少年思想伙伴。该项目将通过三个迭代的实施设计周期，完善该模式，以调查哪些因素对成功实施影响最大，并确定扩大规模的必要条件。数据将以视频、实地记录、采访前和采访后、调查前和调查后以及青年创造的文物的形式收集。分析将包括相互作用分析、描述性数据分析和运动分析的组合。除了研究结果和对模型的启示和限制的解释外，该项目还将创建一个课程资源，包括由青少年思想伙伴领导的物理概念的叙事文本和视频演示，视频案例培训模块，该奖项反映了NSF的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准。