CAREER: Bricks & Blox Building Academy: Developing Spatial Skills & Engineering Identity through Embodied Play

职业:砖块

基本信息

  • 批准号:
    2146282
  • 负责人:
  • 金额:
    $ 55.43万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Continuing Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-04-01 至 2023-06-30
  • 项目状态:
    已结题

项目摘要

A well-known pathway into engineering is through sustained embodied play with building toys which have been historically associated with boyhood. While much previous literature has made associations between play with building toys and spatial cognition, other social-emotional cues experienced in the play environment that influence early engineering identity formation and self-concept have remained largely unexplored. This CAREER research project was developed to explore the recent and rapid growth of building toys designed “for girls” that have relied on the premise that girls would be more interested in playing with these toys, and that they would bring similar benefits in cognitive and psychomotor development. By examining embodied play from both a phenomenographic lens to understand the variations in how children experience play with building toys, and an ethnographic lens to identify discernible play interactions that can be cataloged and counted, this project is positioned to make empirical connections between narrative contexts, factors of interest and access, and desired developmental outcomes that vary across different identities and groups. This project will integrate research and educational outcomes through community partnerships with local organizations focused on informal learning environments, where learning through play is most feasible and accessible. Specific outcomes will include professional development opportunities for educators, school administrators, and program directors to help facilitate programs that support the development of spatial cognition and early engineering identity formation that is accessible to all students. The research team will utilize a multi-phased mixed-method research design to create and evaluate empirically-based recommendations and curricular materials designed for informal learning spaces. We will disseminate findings and resources broadly to scholarly communities, as well as to parents, practitioners, and toy companies. This CAREER project will utilize a two-phase mixed-method research design to study embodied play interactions and play experiences with building toys of 3rd-5th graders (girls and boys). The research methodology will use a concurrent design in Phase 1 with phenomenographic content analysis to understand how participants experience play differently and ethnographic video analysis to identify and catalog discernible verbal (indirect) and nonverbal (direct) embodied play interactions with building toys. In Phase 2, a sequential design will be used to quantify codified data and perform statistical correlations and comparison tests that define relationships to spatial ability, engineering identity, and demographic factors. The research activities will be organized and executed to interrogate three central hypotheses: i) girls will show higher levels of interest in playing with building toys when there are embedded narrative contexts that appeal to them, ii) girls who express interest in building toys also have regular access to them, and iii) girls and boys with similar levels of interest in and access to building toys will achieve similar benefits through their play experiences and interactions with them. Related educational activities will include the introduction of an afterschool program targeting spatial skill development with our Community Partners, which will also serve as the research context for large-group informal learning observations during Phase 2. Workshops will be developed and facilitated for pre-service and in-service teachers that present findings from this research to inform classroom practices that actively support the development of spatial skills for elementary school children, including at least one Train-the-Trainer workshop for directors of informal learning spaces. This study will inform efforts to broaden girls’ participation in engineering by (1) defining empirical relationships between embodied play interactions with building toys and the development of spatial skills, which are fundamental to many engineering disciplines; (2) describing the ways in which embodied play experiences with building toys shape, and are shaped by early engineering identity formation; and (3) defining how aspects of interest in and access to building toys are related to toy narrative, family environment, and demographic factors (i.e., age, sex, race, SES, urban/rural). The project is supported by a strong research team with two well-known community partners that are representatives of national organizations who can help facilitate the mindful and strategic dissemination of this work through vast notational networks of community organizations and NGOs.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.
进入工程学的一个众所周知的途径是通过持续的具体发挥与建筑玩具,这在历史上与童年有关。虽然以前的许多文献已经将玩建筑玩具和空间认知联系起来,但在游戏环境中体验到的影响早期工程身份形成和自我概念的其他社会情感线索在很大程度上仍未被探索。这个职业研究项目的开发是为了探索最近和快速增长的建筑玩具设计的“女孩”依赖的前提下,女孩会更感兴趣地玩这些玩具,他们会带来类似的好处,在认知和心理发展。通过从现象学的透镜和民族学的透镜两个方面来研究具身游戏,以了解儿童在玩积木玩具时的体验变化,并确定可以归类和计数的可辨别的游戏互动,本项目的定位是在叙事背景、兴趣和访问因素以及不同身份和群体所期望的发展结果之间建立经验联系。该项目将通过与地方组织的社区伙伴关系,将研究和教育成果结合起来,重点是非正式学习环境,在这种环境中,通过游戏学习是最可行和最容易的。具体成果将包括为教育工作者,学校管理人员和项目主管提供专业发展机会,以帮助促进支持所有学生均可获得的空间认知和早期工程身份形成的发展的计划。该研究团队将利用多阶段混合方法研究设计,以创建和评估为非正式学习空间设计的基于实践的建议和课程材料。我们将向学术界、家长、从业者和玩具公司广泛传播研究结果和资源。这个职业生涯项目将利用两个阶段的混合方法的研究设计,研究体现发挥互动和发挥经验与建设玩具的3 - 5年级(女孩和男孩)。研究方法将在第1阶段使用并行设计,通过现象学内容分析来了解参与者如何体验不同的游戏,并通过人种学视频分析来识别和分类可辨别的语言(间接)和非语言(直接)与建筑玩具的具体游戏互动。在第2阶段,将使用序贯设计来量化编码数据,并进行统计相关性和比较检验,以确定与空间能力、工程特性和人口统计学因素的关系。将组织和执行研究活动,以询问三个中心假设:i)当有吸引她们的嵌入式叙事背景时,女孩会对玩积木玩具表现出更高的兴趣,ii)对积木玩具感兴趣的女孩也会经常接触它们,及iii)对积木玩具有相同兴趣及接触机会的男女儿童,可透过游戏体验及与积木玩具的互动,获得相同的益处。相关的教育活动将包括引入课后计划,目标是与我们的社区合作伙伴一起发展空间技能,这也将作为第二阶段大型团体非正式学习观察的研究背景。研讨会将开发和促进职前和在职教师,目前从这项研究的结果,告知积极支持小学生的空间技能的发展,包括至少一个培训的教练讲习班主任的非正式学习空间的课堂实践。这项研究将通过以下方式为扩大女孩参与工程学的努力提供信息:(1)定义与建筑玩具的具身游戏互动与空间技能发展之间的经验关系,这是许多工程学科的基础;(2)描述与建筑玩具的具身游戏体验形成的方式,以及早期工程身份形成的方式;以及(3)定义对构建玩具的兴趣和访问的方面如何与玩具叙述、家庭环境和人口统计因素(即,年龄、性别、种族、社会经济地位、城市/农村)。该项目得到了一个强大的研究团队的支持,该团队有两个著名的社区合作伙伴,他们是国家组织的代表,可以通过社区组织和非政府组织的广泛网络帮助促进这项工作的明智和战略传播。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。

项目成果

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Ruth Wertz其他文献

Ruth Wertz的其他文献

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{{ truncateString('Ruth Wertz', 18)}}的其他基金

CAREER: Bricks & Blox Building Academy: Developing Spatial Skills & Engineering Identity through Embodied Play
职业:砖块
  • 批准号:
    2317518
  • 财政年份:
    2022
  • 资助金额:
    $ 55.43万
  • 项目类别:
    Continuing Grant
TRIPODS+X:EDU: Collaborative Research: Investigations of Student Difficulties in Data Science Instruction
TRIPODS X:EDU:合作研究:学生在数据科学教学中遇到的困难的调查
  • 批准号:
    1839357
  • 财政年份:
    2018
  • 资助金额:
    $ 55.43万
  • 项目类别:
    Standard Grant

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