A Climate of Hope: Investigating learning at an innovative exhibit towards new knowledge, theory, and practice of climate change learning with diverse audiences

希望的气候：在创新展览中调查学习情况，向不同观众学习气候变化的新知识、理论和实践

• 批准号: 2314238
• 负责人: Lynne Zummo
• 金额: $ 102.62万
• 依托单位: University of Utah
• 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: 2023-08-15 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314238&HistoricalAwards=false
• 关键词: Climate; Hope; Investigating; learning; innovative

This project builds on two prior NSF awards that supported development of a climate change exhibit at the Natural History Museum of Utah through deep engagement with research and rigorous prototyping. Grounded in key ideas from science communication, this exhibit is designed to support new, productive types of engagement around the topic of climate change among the diverse communities of Salt Lake City, Utah. This project will study how visitors learn from the exhibit, with the goal of developing guidelines that other informal STEM education institutions can follow to develop similar exhibits that can engage diverse audiences in conversations about climate change. Specifically, this project plans to study five different framings developed via pilot work (rational hope, better future, local context, community action, and playfulness). The research will explore how these frames influence the knowledge, emotion, and identity resources used in conversation by diverse and historically marginalized learners. Such learners are often at the frontline of climate change but are not typically targeted by climate change education. As a result, they can find existing climate change communication hard to engage with, even though climate issues intersect with their lives in meaningful ways. In studying learning at and beyond the exhibit, this project seeks to develop theory around how science issues can be framed for diverse informal education communities, explore how such framing strategies can be taken up for community climate action, and use the results to further refine the exhibit. The project will recruit community boards to consult on the research and design work. Data will be gathered from purposively sampled populations, and will include audio/video recordings of visitor engagement with the exhibit, pre-surveys, and delayed post-surveys and interviews. Inductive coding, deductive coding, qualitative analysis, quantitative analysis, and case analysis will be used to address the research questions: 1) Which knowledge, emotion, and identity resources do visitors use in conversations about climate chance? 2) How does their use influence visitors' learning trajectories? And, 3) How do resource use and learning trajectories vary across learners with different identities? The intellectual merit lies in contributions made to both the learning sciences and science communication fields by extending the theoretical understanding of what forms of climate science communication work, for whom, and why. The broader impacts arise from how these discoveries can foster learners' critical appraisal of the connections between STEM and society, and support learners in making informed judgments about how STEM intersects with their daily lives. Dissemination efforts will focus on a national network of museum practitioners seeking to advance climate-related learning experiences, as well as continued community-based work in the Salt Lake Valley and at the University of Utah. This Integrating Research and Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

该项目建立在两个先前的NSF奖项的基础上，通过深入参与研究和严格的原型设计，支持在犹他州自然历史博物馆开发气候变化展览。该展览以科学传播的关键思想为基础，旨在支持犹他湖城不同社区围绕气候变化主题开展新的、富有成效的活动。该项目将研究参观者如何从展览中学习，目标是制定其他非正式STEM教育机构可以遵循的指导方针，以开发类似的展览，让不同的观众参与关于气候变化的对话。具体来说，该项目计划研究通过试点工作开发的五种不同框架（理性希望，更好的未来，当地背景，社区行动和游戏性）。研究将探讨这些框架如何影响知识，情感和身份资源使用的会话由不同的和历史上被边缘化的学习者。这些学生往往处于气候变化的前沿，但通常不是气候变化教育的目标。因此，他们可能会发现现有的气候变化沟通很难参与，即使气候问题以有意义的方式与他们的生活相交。在研究学习和超越展览，该项目旨在围绕如何科学问题可以为不同的非正规教育社区框架发展理论，探索如何这样的框架战略可以采取社区气候行动，并利用结果，以进一步完善展览。该项目将招募社区委员会就研究和设计工作提供咨询。数据将从有目的的抽样人群中收集，并将包括参观者参与展览的音频/视频记录，预调查以及延迟的调查和采访。本研究将采用归纳编码、演绎编码、定性分析、定量分析和案例分析等方法来解决以下问题：1）游客在关于气候机遇的对话中使用了哪些知识、情感和身份资源？2)它们的使用如何影响访问者的学习轨迹？3）不同身份的学习者如何使用资源和学习轨迹？知识价值在于通过扩展对气候科学传播工作形式、为谁工作以及为什么工作的理论理解，对学习科学和科学传播领域做出了贡献。更广泛的影响来自于这些发现如何促进学习者对STEM与社会之间联系的批判性评价，并支持学习者对STEM如何与他们的日常生活交叉做出明智的判断。传播工作的重点将是建立一个全国性的博物馆从业人员网络，以促进与气候有关的学习经验，以及在盐湖山谷和犹他州大学继续开展以社区为基础的工作。这一研究与实践相结合的项目由推进非正式STEM学习（AISL）计划资助，该计划支持的项目：（a）有助于研究和实践，认为非正式STEM学习在STEM中的公平和归属感中的作用;（B）促进STEM中的个人和教育成功;（c）推动公众参与科学发现;（d）培养对STEM职业的兴趣;（e）促进STEM职业的发展。（e）为有效的非正式STEM学习建立和加强理论和经验基础;（f）提高社区活力;和/或（g）加强科学传播和公众参与和理解STEM和STEM过程。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的评估被认为值得支持。影响审查标准。