Adapting and Scaling the Biotinkering Approach through a CoP Model

通过 CoP 模型调整和扩展生物修复方法

• 批准号: 10666229
• 负责人: Caitlin Nealon
• 金额: $ 26.74万
• 依托单位: TECH MUSEUM OF INNOVATION
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10666229
• 关键词: Adopted; Award; Biological Sciences; Biology; Biotechnology; Collection; Communities; Community of Practice; Country; Creativeness; Development; Education; Elements; Ensure; Environment; Foundations; Future; Health; Human; Institution; Knowledge; Learning; Libraries; Medicine; Mentorship; Modeling; Modernization; New York; Outcome; Pathway interactions; Persons; Process; Publishing; Research; Resources; STEM field; Science; Side; Site; Societies; Technology; Voice; Work; community center; design; empowerment; experience; field study; forging; informal learning; insight; institutional capacity; marginalized community; member; next generation; student participation; success

Project Summary and Abstract Despite the rapidly advancing landscape of modern biology, the majority of experiences that K-12 learners have with biology are still rooted in traditional procedural and prescriptive approaches. There is a critical need to engage students in a more 21st century approach to biology – one that emphasizes open-ended exploration and creativity as key elements of scientific practice. Over the last five years as part of our previous SEPA award, we have developed an award-winning approach to informal biology education, biotinkering, that authentically engages young people with science as a personally relevant and creative process by supporting learner agency and choice. Our project, Adapting and Scaling the Biotinkering Approach through a Community of Practice (CoP) Model, aims to empower other informal science institutions to participate in and co-author the future of biotinkering with us. To be thoughtful about ensuring that our burgeoning approach can meaningfully contribute to bringing more diverse perspectives into STEM fields, our proposed CoP centers community and co-design. Community relationships at each participating site will be integrated throughout the project to help build a foundation for biotinkering that is more inclusive and culturally relevant, especially for marginalized communities. To reach our desired impact, we have the following 3 aims. First, we will establish a thriving Biotinkering Community of Practice to support diverse practitioners in gaining confidence with doing biotinkering in their own contexts. By using a CoP model to do institutional capacity building, we can create lasting impact on the field by building a dispersed network of biotinkering hubs equipped to provide ongoing support and mentorship to other practitioners. Second, all four founding members of our Biotinkering CoP will develop culturally relevant biotinkering activities, co-designed with local communities, to generate a more diverse repertoire of experiences for varied audiences and environments. This will result in hands-on biotinkering experiences being implemented around the nation, reaching tens of thousands of young people and providing learners with pathways to develop stronger STEM identities. And third, we will identify strategies and promising practices that can be used by practitioners to adopt biotinkering as an inclusive approach that centers community voices. Our new community and inclusion-focused resources, forged from diverse community perspectives and co-design learnings, will better support the adaptation of biotinkering to diverse situations and contexts, making it easier to further scale this work to additional informal learning sites and new communities. This approach can generate the types of informal learning experiences society needs to serve as inspirational entry points for a more diverse next generation of biotech and biomedical innovators. Lessons learned from the successes and challenges of this project can also offer valuable insights about using CoPs as a model for self-sustaining scaling and knowledge transfer within the informal science learning field.

项目摘要及摘要