Spatial ability is a well-known predictor of success in science, technology, engineering, and mathematics (STEM) fields. The purpose of this study was to investigate and understand the spatial strategies that were used by blind and low-vision (BLV) individuals as they solved problems on the tactile mental cutting test (TMCT), an instrument that was designed to measure the spatial ability of BLV audiences.
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TEAM MEMBERS:
Theresa GreenWade GoodridgeDaniel KaneNatalie Shaheen
This paper describes the development and preliminary validation of a new spatial ability instrument that is designed to be accessible non-visually. Although additional work is needed to finalize the test, preliminary analysis indicates that the test has high reliability and validity.
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TEAM MEMBERS:
Sarah LopezWade GoodridgeIsaac GouglerDaniel KaneNatalie Shaheen
This paper seeks to illustrate the first steps in a process of adapting an existing, valid, and reliable spatial ability instrument – the Mental Cutting Test (MCT) – to assess spatial ability among blind and low vision (BLV) populations. To adapt the instrument, the team is developing three-dimensional (3-D) models of existing MCT questions such that a BLV population may perceive the test tactilely with their hands.
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TEAM MEMBERS:
Tyler AshbyWade GoodridgeBJ CallSarah LopezNatalie Shaheen
This paper discusses the development of the Tactile Mental Cutting Test (TMCT), a non-visually accessible spatial ability instrument, developed and used with a blind and low vision (BLV) population. Data was acquired from individuals participating in National Federation of the Blind (NFB) Conventions across the United States as well as NFB sponsored summer engineering programs. The paper reports on a National Science Foundation funded effort to garner initial research findings on the application of the TMCT. It reports on initial findings of the instrument’s validity and reliability, as well
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TEAM MEMBERS:
Natalie ShaheenAnn HuntDaniel KaneWade Goodridge
Data science is ever-present in modern life. The need to learn with and about data science is becoming increasingly important in a world where the quantity of data is constantly growing, where one’s own data are often being harvested and marketed, where data science career opportunities are rapidly increasing, and where understanding statistics, data sources, and data representation is integral to understanding STEM and the world around us. Museums have the opportunity to play a critical role in introducing the public to data science concepts in ways that center personal relevance, social connections and collaborative learning. However, data science and statistics are difficult concepts to distill and provide meaningful engagement with during the brief learning experiences typical to science museums. This Pilot and Feasibility study brings together data scientists, data science educators, and museum exhibit designers to consider these questions:
What are the important data science concepts for the public to explore and understand in museum exhibits?
How can museum exhibits be designed to support visitors with diverse backgrounds and experiences to engage with these data science concepts?
What principles can shape these designs to promote broadening participation in data science specifically and STEM more broadly?
This Pilot and Feasibility project combines multidisciplinary expert convening, feasibility testing, and early exploratory prototyping around the focal topic of data science exhibits. Project partners, TERC, the Museum of Science, Boston, and The Tech Interactive in San Jose will engage in an iterative process to develop a theoretical grounding and practical guidance for museum practitioners. The project will include two convenings, bringing together teams of experts from the fields of data science, data science education and museum exhibit design. Prior to the first convening, an initial literature summary and a survey of convening participants will be conducted, culminating in a preliminary list of big ideas about data science. Periodically, participants will have the opportunity to rank, annotate and expand this list, as a form of ongoing data collection. During the convenings, participants will explore the preliminary list, share related work from the three disciplines, engage with related data science activities in small groups, and work together to build consensus around promising data science topics and approaches for exhibits. Participant evaluation will allow for iterative improvement of the convenings and the capture of missed points or overlooked topics. After each convening, museum partners will create prototypes that respond to the convening conversations. Prototypes will be pilot tested (evaluated) with an intentionally recruited group of families that includes both frequent visitors and those who are less likely to visit the museum; diversity in terms of race, languages and dis/ability will be reflected in selection. Pilot data collection will consist of structured observations and interviews. Results from the first round of prototyping will be shared with convening participants as a way to modify the list of big ideas and to further interrogate the feasibility of communicating these ideas in an exhibit format. Results from the convenings and from both rounds of prototyping will be combined in a guiding document that will be shared on all three partner websites, and more broadly with the informal STEM learning field. The team will also host a workshop for practitioners interested in designing data science exhibits, and present at a conference focused on museum exhibits and their design.
The Habitot Children's Museum will renovate its Rocketship and Mission Control exhibition to increase functionality, making it more accessible and interactive for parents, caregivers, and children. With input from the community and a professional advisory group of museum professionals, early learning specialists, space scientists and parents, the museum will refurbish, update, and improve exhibition access for children with special needs by completing previously identified universal design requirements; adding interactive components that support young children's need for open-ended, play-based experiences to build strong STEM learning foundations; and addressing adult visitors' needs to have defined roles in exhibition spaces to better engage with their children. A customized, observation-based evaluation tool will be used to measure the identified project outcomes.
This poster was presented at the 2021 NSF AISL Awardee Meeting.
Persons who are deaf or hard of hearing are underrepresented in the STEM workforce. A key factor is lack of awareness of STEM careers or of examples of STEM professionals. SWS has developed 8 video stories for viewing at home or while attending a boys and girls club. Evaluation will provide new knowledge about design, use, and potential impact of the stories on our audience’s interest in pursuing STEM and possibly a STEM career.
As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program 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.
This pilot and feasibility project addresses the needs of youth (ages 10-19) who are deaf or hard of hearing and use either English or American Sign Language as their preferred method of communication. The project will develop and study video stories from members of the STEM workforce who are deaf or hard of hearing. Youth will view these videos on the web at home or at an afterschool program. These stories will help the youth become aware of the range of STEM careers that are available and their potential to pursue and succeed in these occupations. One of the biggest challenges young persons who are deaf or hard of hearing face is not having role models who are members of the STEM workforce. Without these role models they are not aware of the possibility that they could work in these fields. Several studies indicate that seeing other people with disabilities having success in STEM boosts self-confidence. Exposure to deaf role models allows deaf student to identify with successful deaf people and consequently believe they themselves could accomplish goals they previously thought out of their reach. Project collaborators include Gallaudet University Regional Center, Northeast Deaf & Hard of Hearing Service, Boys & Girls Club of Lynn, MA, and Bridge Multimedia.
The project will advance knowledge in the field of deaf education in informal settings. The research questions are: 1) How do adolescents who are deaf or hard of hearing integrate and use digital versions of firsthand stories from members of the STEM workforce? 2) How do parents and club leaders make use of the stories? 3) What kind of outcomes are made possible by using the stories such as interest in STEM careers 4) What modifications and additional would improve the stories to make them more useful and effective? 5) What dissemination strategies would maximize story use? The project will do a formative evaluation of the pilot videos using a sample of 30 family groups and 10 boys? and girls? participants. Families will meet with researchers at one of the collaborating institutions (Gallaudet University Regional Center East, Northeast Deaf & Hard of Hearing Service or TERC) depending on where they live. The researcher will work with one family or adolescent at a time. They will view the videos on a computer while the researchers observe and record data. After viewing the videos, researchers will ask them questions about what they learned, what might be added, changed, or improved. They will be asked to look at the videos later on their home computers and do things such as select a STEM career for further research. Additional data collection will involve completing a post-use online survey for adolescents and their parents.
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.
Science Hunters is an outreach project which employs the computer game Minecraft to engage children with scientific learning and research through school visits, events, and extracurricular clubs. We principally target children who may experience barriers to accessing Higher Education, including low socioeconomic status, being the first in their family to attend university, and disability (including Special Educational Needs). The Minecraft platform encourages teamwork and makes science learning accessible and entertaining for children, irrespective of background. We employ a flexible approach
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TEAM MEMBERS:
Laura HobbsCarly StevensJackie HartleyCalum Hartley
This report summarizes the ideas and conversations of the CAISE Broadening Participation Task Force, which was led by the authors, along with James Bell, Principal Investigator and project director of CAISE (see informalscience.org/bp-task-force). The task force was instrumental in identifying key ideas and challenges to the field, providing edits and input into the report, developing and drafting the associated practice briefs, and piloting the materials.
Across the nation, many are undertaking efforts to significantly transform who participates in science, technology, engineering, and