Supporting Rightful Presence in Museum Spaces: Youth as Participatory Designers of Indigenous Mixed Reality Science Exhibits

支持博物馆空间的合法存在：青年作为本土混合现实科学展览的参与设计师

• 批准号: 2241805
• 负责人: Ari Krakowski
• 金额: $ 129.23万
• 依托单位: University of California-Berkeley
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2241805&HistoricalAwards=false
• 关键词: Supporting; Rightful; Presence; Museum; Spaces

This project will address the ongoing marginalization of Indigenous communities in informal science learning spaces by developing and studying a model that strengthens Indigenous youths’ disposition toward, and capacity for STEM pathways. Science centers and museums play an important role in promoting science learning outside of schools. However, they are often perceived by communities historically and chronically marginalized in science as unwelcoming and/or culturally irrelevant. Merely increasing access for Indigenous communities is insufficient to promote equitable, affirming, and just engagement with science learning. Instead, asset-based approaches that center nondominant cultures are needed to advance more expansive and transformative models of science that promote rightful presence: the idea that visitors will experience a sense of belonging and respect. Building on a partnership between University of California’s Lawrence Hall of Science and mak-’amham, an Indigenous Ohlone cultural organization that empowers Ohlone people with a rich cultural identity, the project will engage Ohlone youth (ages 10-16) in iterative cycles of participatory design and prototyping to create immersive Indigenous science exhibit experiences using mixed reality technologies. In centering Indigenous perspectives within science and technology learning experiences and highlighting connections between Indigenous cultural identities and contemporary STEM career pathways, the project aims to reframe STEM learning to increase Indigenous youth’s rightful presence in informal STEM learning spaces, with the potential to lead to a more diverse STEM workforce. The project team will employ participatory design-based research methodologies to investigate the following three research questions: 1) What are the outcomes of youth participation in the design of mixed reality exhibits? a) How do youth develop a sense of belonging, science identity, and STEM career interest, and in what ways do these make visible and amplify their rightful presence in informal science education spaces? b) How do youth deepen and construct new STEM knowledge through Indigenous Science-based participatory design? 2) How can a participatory design model be developed in ways that center Indigenous Science and contribute to Indigenous rightful presence in informal science education? 3) How can informal science educators be supported to make sense of and center Indigenous Science? In collaboration with an Ohlone Research Advisory Committee, the project team will analyze the following data: interviews with focal youth; artifact-elicited focus groups; ethnographic observations of design workshops and reflective conversations; and design artifacts gathered from youth design teams. By engaging a total of 70 Indigenous youth directly, project research will investigate the impact of the participatory design model on youths’ STEM learning, science identity, and interest in STEM careers, and advance understanding of design practices that contribute to rightful presence for Indigenous youth. The research will also generate insights into how to support informal science educators in facilitating Indigenous-centered learning experiences. Project findings will be disseminated to informal science and technology learning communities to support principled adaptation of the Indigenous Science youth participatory design model in informal science education contexts. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

该项目将通过开发和研究一种模式，加强土著青年对STEM途径的倾向和能力，解决土著社区在非正式科学学习空间中被边缘化的问题。科学中心和博物馆在促进校外科学学习方面发挥着重要作用。然而，它们往往被科学界历来和长期处于边缘地位的社区视为不受欢迎和/或与文化无关。仅仅增加土著社区的机会不足以促进公平、肯定和公正地参与科学学习。相反，需要以非主导文化为中心的基于资产的方法，来推动更具扩张性和变革性的科学模式，以促进正当的存在：游客将体验到归属感和尊重的想法。该项目建立在加州大学劳伦斯科学馆和Mak-‘amham之间的合作伙伴关系基础上，Mak-’amham是一个土著Ohlone文化组织，赋予Ohlone人丰富的文化身份，该项目将吸引Ohlone青年(10-16岁)参与参与设计和原型制作的迭代周期，利用混合现实技术创造身临其境的土著科学展览体验。通过将土著观点纳入科学和技术学习经验，并突出土著文化特性与当代STEM职业道路之间的联系，该项目旨在重新构建STEM学习框架，以增加土著青年在非正式STEM学习空间中应有的存在，并有可能导致STEM工作人员更加多样化。项目团队将采用参与式设计研究方法来调查以下三个研究问题：1)青年参与混合现实展品设计的结果是什么？A)青年如何培养归属感、科学认同感和STEM职业兴趣，以及这些如何使他们在非正式科学教育空间中显露并放大他们应有的存在？B)青年如何通过以土著科学为基础的参与性设计深化和构建新的STEM知识？2)如何以以土著科学为中心的参与式设计模式发展，并为土著在非正式科学教育中应有的存在做出贡献？3)如何支持非正式科学教育者理解并以土著科学为中心？与Ohlone研究咨询委员会合作，项目组将分析以下数据：与重点青年的访谈；人工制品引发的焦点小组；设计讲习班和反思对话的民族志观察；以及从青年设计团队收集的设计文物。通过直接接触70名土著青年，项目研究将调查参与式设计模式对青年的STEM学习、科学认同感和对STEM职业的兴趣的影响，并增进对有助于土著青年合法存在的设计做法的了解。这项研究还将产生关于如何支持非正式科学教育者促进以土著为中心的学习体验的见解。将向非正式科学和技术学习社区传播项目成果，以支持土著科学青年参与性设计模式在非正式科学教育背景下的原则性修改。该项目由学生和教师创新技术体验计划(ITEST)资助，该计划支持建立对实践、计划要素、背景和过程的理解的项目，这些项目有助于提高学生对科学、技术、工程和数学(STEM)以及信息和通信技术(ICT)职业的知识和兴趣。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。