Engaging Youth in Planning for the Restoration of Community Heritage Sites Through the Use of Citizen Science and Maker Practices

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，以扩大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，并培养学员对深度学习的理解。该项目将对非正式的青少年STEM学习计划进行可行性研究。 来自纽约市服务不足社区的高中生将利用现有的历史、文化和环境数据调查选定的联合国教科文组织世界遗产。参与者将运用他们从教科文组织遗址分析中获得的技能和知识，并将其应用于当地社区。参与者将使用相关的公民科学，环境和文化数据来识别，绘制和分析他们自己的社区遗产。在整个计划中，该项目将涉及参与者在制造商相关的活动。参与者将设计收集数据的设备，通过模型制作探索变量，并通过模型和艺术形式与艺术家交流发现，以激励个人和社区为选定的遗产地采取行动。该项目将在纽约长岛市岛城作为为期9个月的每周课后项目实施。学校的大多数学生将来自低收入家庭，是有色人种的青年。这项研究的问题是“当文化相关的课程将公民科学和实践联系起来时，如何增加历史上代表性不足的青年人口接触STEM的机会？“在该计划的第一阶段，参与者将通过一个引人入胜的课程，探索受损的联合国教科文组织世界遗产地，参与核心STEM概念和制作/设计过程。在第二阶段，青年将确定、绘制和计划改善他们自己的社区遗产地或环境地标。该计划的浓缩版将在夏季与来自全市各地的青年进行试点。教育发展公司将对该项目进行一个过程和总结性评价。过程评估将向项目团队提供持续的反馈，包括文件审查、项目实施观察以及与项目合作伙伴的访谈。总结性评价将继续采用这些方法，并辅之以参与前和参与后的参与者调查和重点小组。将使用经过验证的调查工具，如成长量表和通用工具套件（PEAR研究所）。来自研究和项目实践的资源将通过出版物和会议演示传播给教育研究界，全球学习和设计领域，以及来自课后和其他非正式学习环境的从业人员。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。

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 project will conduct a feasibility study of an informal youth STEM learning program. High school students from under served communities in New York City will use existing historical, cultural and environmental data to investigate selected UNESCO World Heritage sites. Participants will apply the skills and knowledge they have developed from their analysis of the UNESCO sites and apply them to their local communities. Participants will identify, map, and analyze their own community heritage sites, using relevant citizen science, environmental and cultural data. Throughout the program, the project will involve participants in maker-related activities. Participants will design devices to collect data, explore variables through model making, and communicate findings through models and artistic forms with the to spur both individual and community action for selected heritage sites. The project will be implemented as a 9-month weekly after school program in Long Island City, New York. Most students from the school will be from low-income families and are youth of color. The research the question for the study is "How does access to STEM increase for historically underrepresented youth populations when culturally relevant curriculum connects citizen science and making practices?" During the first phase of the program, participants will engage with core STEM concepts and making/design processes through an engaging curriculum that explores damaged UNESCO World Heritage Sites. During the second phase, youth will identify, map, and plan enhancements for their own community heritage sites or environmental landmarks. A condensed version of the program will be piloted in the summer with youth from across the city. The Educational Development Corporation will conduct a process and summative evaluation of the project. Process evaluation, which will provide ongoing feedback to the project team, will include document review, observation of program implementation, and interviews with project partners. Summative evaluation will continue these methods, supplemented by pre- and post-participation participant surveys and focus-groups. Validated survey instruments, such as the Growth Mindset Scale, and the Common Instrument Suite (PEAR Institute) will be used. Resources from research and program practices will be disseminated through publications and conference presentations to the education research community, global learning and design fields, and practitioners from after school and other informal learning environments. Participants will share project results with their communities.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.