Exploring Early Childhood STEM Tinkering Conference

在非正式的科学语境中，修修补补这个词描述的是一种通过动手探究结合艺术、科学和技术的学习过程。随着制作和修补运动在全国范围内的普及，这些做法越来越多地进入儿童早期环境，它们有望对幼儿的早期STEM学习经历产生积极影响。这个为期两天的会议在旧金山的探索博物馆举办，将汇集利益相关者，探索在儿童早期非正式环境中的修补应用。会议将提供机会，探讨在为幼儿服务的学习环境中实施有意义的修补干预的作用、价值和挑战。该项目旨在1)召集来自修补和早期儿童项目的利益相关者；2)进一步探索和发展实践者和研究者关于幼儿背景下的修补知识。长期目标是通过修补符合年轻群体发展需求的适应性STEM学习方法，支持更多的幼儿接受STEM学习。该项目将协作分析和记录在非正式幼儿环境中丰富的stem修补领域的状态。此外，该项目将加深幼儿修补生态系统之间的关系。其他成果包括努力向该领域提供有形资源，突出当前有希望的做法和未来的发展机会。会议还将提供一个关于修补干预如何有助于早期儿童受众对STEM兴趣、身份和学习的发展的理解。最后，会议将汇集研究人员和实践者，探讨如何有效地利用幼儿环境中的修补，以满足不同学习者的需求，包括来自服务不足和代表性不足社区的学习者。该项目将招募75名参与者，他们分别代表不同的机构和组织，在修补和STEM学习、幼儿研究和专业发展实践领域拥有背景。会议的研究问题将集中在：1)幼儿教育工作者需要什么样的支持和专业发展来促进早期STEM学习？2)什么样的建筑环境和动手材料最能支持幼儿通过动手实践学习STEM内容和实践的能力？什么类型的策略最能支持照顾者参与幼儿的学习？4)幼儿修补在幼儿STEM学习、兴趣和认同发展中的作用是什么？5)如何使用在文化和语言上具有持续性的教学法来确保不同类型的年轻学习者及其家庭的公平？为了回答这些研究问题，该项目将在会议之前，会议期间和会议后使用定性方法。研究方法将包括确定参与者需求的景观分析、调查、观察和与参与者的非正式访谈。该奖项由推进非正式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，以扩大获得和参与STEM学习体验的机会。该奖项反映了美国国家科学基金会的法定使命，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。

In informal science contexts, the word tinkering describes a learning process that combines art, science, and technology through hands-on inquiry. With the growth in popularity of the making and tinkering movements nationwide, these practices are increasingly making their way into early childhood environments where they have great promise to positively impact the early STEM learning experiences of young children. This 2-day conference hosted at the Exploratorium in San Francisco will bring together stakeholders exploring applications of tinkering in informal early childhood environments. The conference will provide opportunities to explore the role, value, and challenges associated with implementing meaningful tinkering interventions in learning environments serving young children. The project seeks to 1) Convene stakeholders from the tinkering and early childhood programs; and 2) further the exploration and evolution of practitioner and researcher knowledge about tinkering in early childhood contexts. The long-term goal is to support more young children being introduced to STEM learning through tinkering’s adaptable approaches to STEM-learning that align with the developmental needs of this young population. This project will collaboratively analyze and document the state of the field of STEM-rich tinkering in informal early childhood contexts. Additionally, the project will deepen relationships across the early childhood tinkering ecosystem. Additional outcomes include an effort to provide tangible resources to the field highlighting current promising practices and future opportunities for development. The conference will also provide an understanding of how tinkering interventions may contribute to the development of STEM interest, identity and learning amongst early childhood audiences. Finally, the conference will bring together research and practitioners to explore how tinkering in early childhood settings can be used effectively to meet the needs of diverse learners including learners from underserved and underrepresented communities. The project will recruit a total of 75 participants with backgrounds in the field of tinkering and STEM learning, early childhood research, and professional development practices representing a diverse set of institutions and organizations. Research questions for the conference will focus on: 1) What types of supports and professional development do early childhood educators need to facilitate early STEM learning through tinkering? 2) What types of built environment and hands-on materials best support young children's ability to learn STEM content and practices through tinkering? 3) What types of strategies best support caregiver involvement in young children’s learning? 4) What is the role of early childhood tinkering in young children’s STEM learning, interest, and identity development? 5) How can culturally and linguistically sustaining pedagogies be used to ensure equity across a diversity of young learners and their families? To answer these research questions the project will use qualitative methods before, during and post-conference. Research methods will include a landscape analysis identifying needs of participants, surveys, observations and informal interviews with participants. This award 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.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.