Embodied Physics: STEM Learning for Under-Represented Youth

这个探索性项目是TERC、麻省理工学院、伍兹霍尔海洋研究所和波士顿社区舞蹈中心的合作项目，旨在解决非正式科学学习中的两个主要问题：1)通过探索如何扩大非裔美国人和拉丁裔青年对科学的接触来扩大对科学的参与；2)在非正式环境中增加科学学习，特别是在社区舞蹈场所学习物理。该项目建立在“具身学习”这一不断发展的领域之上，是TERC和麻省理工学院过去十年来研究将科学、人体运动和舞蹈联系起来的方法的部分活动的产物。具身学习的研究调查了整个身体，而不仅仅是大脑，是如何对学习做出贡献的。这样的研究正在探索在学校环境中对学习的潜在影响，在这种情况下，在校外环境。该项目由两部分组成，第一部分是探索非裔美国人和拉丁裔高中生如何在社区舞蹈工作室等非正式艺术学习环境中体验学习。在第二阶段，合作小组将确定并试行一项干预措施，其中包括科学具体学习的原则，特别是在物理方面。这个阶段将从麻省理工学院的本科生和研究生开始开发课程，然后过渡到社区舞蹈工作室。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学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，扩大STEM学习经验的获取和参与，推进非正式环境中STEM学习的创新研究和评估，以及发展参与者对深度学习的理解。这项试点可行性研究的目标是为科学学习环境建立资源，使非裔美国人和拉丁裔学生能够发展作为实践和从事科学探究的人的身份。青年们将与编舞家、物理学家和教育家合作，展现精心挑选的物理主题。指导假设是，通过具身学习方法对科学主题和方法进行真实的探索，可以为非裔美国人和拉丁裔高中青少年提供丰富的机会来学习物理中的关键思想，并增强他们成为科学家的信心。将采用基于设计的研究方法，数据来源于调查、访谈、实地观察笔记、视频文件、案例研究和参与者制作的实物文物。这项研究将为今后有关非正式学习环境、非裔美国人和拉丁裔青年的艺术和科学教育的项目制订一套可能的设计原则奠定基础。

A collaboration of TERC, MIT, The Woods Hole Oceanographic Institution and community-based dance centers in Boston, this exploratory project seeks to address two main issues in informal science learning: 1) broadening participation in science by exploring how to expand science access to African-American and Latino youth and 2) augmenting science learning in informal contexts, specifically learning physics in community-based dance sites. Building on the growing field of "embodied learning," the project is an outgrowth in part of activities over the past decade at TERC and MIT that have investigated approaches to linking science, human movement and dance. Research in embodied learning investigates how the whole body, not just the brain, contributes to learning. Such research is exploring the potential impacts on learning in school settings and, in this case, in out of school environments. This project is comprised of two parts, the first being an exploration of how African-American and Latino high school students experience learning in the context of robust informal arts-based learning environments such as community dance studios. In the second phase, the collaborative team will then identify and pilot an intervention that includes principles for embodied learning of science, specifically in physics. This phase will begin with MIT undergraduate and graduate students developing the course before transitioning to the community dance studios. 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. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.The goal of this pilot feasibility study is to build resources for science learning environments in which African-American and Latino students can develop identities as people who practice and are engaged in scientific inquiry. Youth will work with choreographers, physicists and educators to embody carefully selected physics topics. The guiding hypothesis is that authentic inquiries into scientific topics and methods through embodied learning approaches can provide rich opportunities for African-American and Latino high school-aged youth to learn key ideas in physics and to strengthen confidence in their ability to become scientists. A design- based research approach will be used, with data being derived from surveys, interviews, observational field notes, video documentation, a case study, and physical artifacts produced by participants. The study will provide the groundwork for producing a set of potential design principles for future projects relating to informal learning contexts, art and science education with African American and Latino youth.