For the past two decades, researchers and educators have been interested in integrating engineering into K-12 learning experiences. More recently, computational thinking (CT) has gained increased attention in K-12 engineering education. Computational thinking is broader than programming and coding. Some describe computational thinking as crucial to engineering problem solving and critical to engineering habits of mind like systems thinking. However, few studies have explored how computational thinking is exhibited by children, and CT competencies for children have not been consistently defined
Computational Thinking (CT) is a relatively new educational focus and a clear need for learners as a 21st century skill. This proposal tackles this challenging new area for young learners, an area greatly in need of research and learning materials. The Principal Investigators will develop and implement integrated STEM+C museum exhibits and integrate CT in their existing engineering design based PictureSTEM curriculum for K-2 students. They will also pilot assessments of the CT components of the PictureSTEM curriculum. This work will make a unique contribution to the available STEM+C learning materials and assessments. There are few such materials for the kindergarten to second grade (K-2) population they will work with. They will research the effects of the curriculum and the exhibits with a mixed methods approach. First, they will collect observational data and conduct case studies to discover the important elements of an integrated STEM+C experience in both the formal in-school setting with the curriculum and in the informal out-of-school setting with families interacting with the museum exhibits. This work will provide a novel way to understand the important question of how in- and out-of-school experiences contribute to the development of STEM and CT thinking and learning. Finally, they will collect data from all participants to discover the ways that their activities lead to increases in STEM+C knowledge and interest.
The Principal Investigators will build on an integrated STEM curriculum by integrating CT and develop integrated museum exhibits. They base both activities on engineering design implemented through challenge based programming activities. They will research and/or develop assessments of both STEM+C integrated thinking and CT. Their research strategy combines Design Based Research and quantitative assessment of the effectiveness of the materials for learning CT. In the first two years of their study, they will engage in iterations on the design of the curriculum and the exhibits based on observation and case-study data. There will be 16 cases that draw from each grade level and involve data collection for the case student in both schools and museums. They will also use this work to illuminate what integrated STEM+C thinking and learning looks like across formal and informal learning environments. Based in some part on what they discover in this first phase, they will conduct the quantitative assessments with all (or at least most) students participating in the study
This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by engaging in hands-on field experience, laboratory/project-based entrepreneurship tasks and mentorship experiences. This ITEST project aims to research the STEM career interests of late elementary and middle-school students and, based on the results of that research, build an informal education program to involve families and community partners to enhance their science knowledge, attitudes, experiences, and resources. There is an emphasis on underrepresented and low income students and their families.
The project will research and test a new model to promote the development of positive attitudes toward STEM and to increase interest in STEM careers. Phase 1 of the project will include exploratory research examining science capital and habitus for a representative sample of youth at three age ranges: 8-9, 9-10 and 11-12 years. The project will measure the access that youth have to adults who engage in STEM careers and STEM leisure activities. In phase II the project will test a model with a control group and a treatment group to enhance science capital and habitus for youth.
This project will incorporate lessons learned from our previously funded SEPA, based in five Title I elementary schools in the District of Columbia and Prince George’s County Maryland. In this proposal, “SCIENCE” will engage a new audience of learners in their out of school time in the setting of community libraries. We will provide programming that uses hands- on, inquiry-based learning based on our established art and science curriculum designed to improve the physical, cognitive and social development of children and their families.
SCIENCE will include instructional units, web based activities and ‘hands on/brains on’ manipulation utilizing our compact, portable and unique “art and science in a box”, which consolidates all materials needed to bring excitement to STEM learning. We will focus on preventative health areas of concern to our community, including asthma, stress, cardio-metabolic risk, sleep and behavioral issues, including bullying, genetic diseases like sickle cell disease and, injury prevention at home, in school and with sports.
We will also provide professional development training for informal educators. Specifically, we will adapt our previously successful in-school curriculum for a broader group of children from grades K–5 who utilize the District of Columbia Public Libraries (DCPL) and Enoch Pratt Free Library (EPFL). The curriculum is aligned to both Common Core State Standards and Next Generation Science Standards, and will be expanded with the addition of bioengineering/imaging/computing, and mindfulness.
With our integrated-art focused STEM and preventative health educational program, we will empower children by encouraging curiosity and discovery as well as providing tools to incorporate health and science messaging to improve school readiness. Over the course of the five years, we will implement the program progressively in 10 DCPL branches and 2 Baltimore branches. Programming will take place during winter and spring breaks, professional development days, special holidays and weekends.
We will continue our successful one week hospital summer program, Dr. Bear’s Summer Science Experience, an interactive STEAM experience which takes place in the hospital and its research laboratories. In addition to student focused programming, we will also create Family Learning Events—entertaining and collaborative programs for families—to be held in DCPL and EPFL branches with a focus on disease prevention which adversely affects our community. Take home materials will include handouts, web resources, apps and links in in both English and Spanish, and will focus on reading readiness and mastery of STEM concepts.
NASA's Universe of Learning provides resources and experiences that enable diverse audiences to explore fundamental questions in astronomy, experience how science is done, and discover the universe for themselves. Using its direct connection to science and science experts, NASA's Universe of Learning creates and delivers timely and authentic resources and experiences for youth, families, and lifelong learners. The goal is to strengthen science learning and literacy, and to enable learners to discover the universe for themselves in innovative, interactive ways that meet today's 21st century needs. The program includes astronomical data tools, multimedia resources, exhibits and community programs, and professional learning experiences for informal educators. It is developed through a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, the Jet Propulsion Laboratory, the Smithsonian Astrophysical Observatory, and Sonoma State University.
DATE:
-
TEAM MEMBERS:
Denise SmithGordon SquiresKathy LestitionAnya BifernoLynn Cominsky
This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by bringing together youth (grades 2-5), their families, librarians, and professional engineers in an informal environment centered on engaging youth with age-appropriate, technology-rich STEM learning experiences fundamental to the engineering design process. The overarching aim is to better understand how youth's learning preferences or dispositions relate to their STEM learning experiences. It also seeks to build community members' capacity to inspire and educate youth about STEM careers. The project team includes the Space Science Institute's (SSI) National Center for Interactive Learning (NCIL), the University of Virginia (UVA) and the American Society of Civil Engineers (ASCE). This team builds on the scope and reach of a prior NSF-funded project called the STAR Library Education Network (STAR_Net). As an extension of this prior work, Project BUILD will collaborate with 6 public libraries (3 urban and 3 rural) and their local ASCE Branches. Two libraries have been selected to serve as pilots: High Plains Public Library in Colorado and the African-American Research Library and Cultural Center in Florida. All partner libraries will develop a plan for recruiting participants from groups currently underrepresented in STEM professions. Project BUILD's specific aims are to 1) Engage underserved audiences, 2) Build the capacity of participating librarians and ASCE volunteers, 3) Increase interest and engagement in STEM activities for youth in grades 2-5 and their families, and 4) Conduct a comprehensive education research project. Program components include the following: 1) Community Dialogue Events, 2) a Professional Development Program for partner librarians and ASCE volunteers, and 3) Development of a Technology-rich Programming Kit and Circulating STEM Kit program. Two research questions will be addressed: 1) What common factors might identify youth who engage in project activities and what factors might differentiate between youth who continue with program engagement and those who do not? and 2) What programmatic factors (i.e. design and composition of program activities, library recruitment, librarian engagement, professional engineer engagement, etc.) might influence youth's initial and continued engagement in project activities as well as youth's reported future career interests? An external evaluation will investigate the quality of the project's process as well as its impact and effectiveness. Benefits to the participating libraries' communities, library and engineering professionals, and the education community will be achieved through 1) Community Dialogue events; 2) Library and Librarian Outreach; 3) ASCE Outreach; and 4) Publication of Research and Evaluation results.
Ruff Family Science is an exploratory project funded by the National Science Foundation (NSF) that aims to foster joint media engagement and hands-on science exploration among diverse, low-income parents and their 4- to 8-year-old children. Building on the success of the PBS series FETCH! with Ruff Ruffman, the project leverages FETCH’s funny and charismatic animated host, along with its proven approach to teaching science, to inspire educationally disadvantaged families to explore science together. More specifically, the project is undertaking a research and design process to create prototype
Beyond Spaceship Earth is a multi-faceted project at The Children's Museum of Indianapolis that includes an immersive permanent exhibit about the International Space Station, the Indianan Astronaut Wall of Fame, the Schaefer Planetarium and Space Object Theater; museum theater and facilitated programs throughout the exhibit; complementary programming for schools and families in the museum's STEMLab; and a freely available unit of study for classroom teachers of 3rd-8th grades. The summative evaluation of the project used qualitative and quantitative methods including timing and tracking
Informal science learning (ISL) organizations that are successful at providing meaningful science, technology, engineering, arts, and mathematics (STEAM) experiences for Latino children, youth, and their families share some common traits. They have leaders and staff who believe in the importance of developing culturally relevant models and frameworks that meet the needs and acknowledge the legacy of STEAM in Latino communities. Such organizations are willing to take risks to create experiences that are culturally meaningful, garner funding and implement programs by working closely with their
DATE:
TEAM MEMBERS:
Cheryl JuarezVerónika NúñezExploratorium
resourceresearchPlanetarium and Science on a Sphere
This poster, which was presented at the Association of Science and Technology Centers Annual Conference on October 22, 2017, compares and contrasts evaluation findings across components of the Beyond Spaceship Earth project at The Children's Museum of Indianapolis. The project focuses on educating families and students about life and work aboard the International Space Station and generating interest in STEM topics and careers. Project components reviewed include an exhibit, a space object theater, and workshop-style programs focused on engineering and robotics for both families and school
This study explored the effect of depth of learning (as measured in hours) on creativity, curiosity, persistence and self-efficacy. We engaged ~900 parents and 900 students across 21 sites in Washington, Chicago, Los Angeles, New York, Alabama, Virginia and the United Arab Emirates, in 5-week (10-hr) Curiosity Machine programs. Iridescent trained partners to implement the programs. Thus, this analysis was also trying to establish a baseline to measure any loss in impact from scaling our programs and moving to a “train-the-trainer” model. We analyzed 769 surveys out of which 126 were paired. On
This NSF INCLUDES Design and Development Launch Pilot will improve math achievement among elementary school students of color in public schools in Albuquerque, New Mexico. Recognizing the need to coordinate efforts related to students' math and science achievement, key stakeholders formed the NM STEM Ecosystem, a dynamic network of cross-sector partners committed to making real impact on STEM education and degree attainment in Albuquerque. The NM STEM Ecosystem identified the math achievement gap between low-income students of color and their more economically-advantaged peers as the Broadening Participation (BP) Challenge it would address first. While math achievement gaps between students of color and Caucasian students appear nationally, the situation is particularly dire in New Mexico. In order to keep doors open to future STEM careers, it is crucial that learning pathways for math are articulated early and that these pathways honor families' cultural ways of knowing. The innovative strategy of Math Families & Communities Empowering Student Success (Math FACESS) is to use a collective impact approach to close the math achievement gap by connecting formal and informal STEM educators around a coherent, multi-faceted program of early mathematics teaching and learning that empowers parents and teachers to support children's mathematical development. Implementation of Math FACESS includes four major components: 1) Teachers at two pilot schools will participate in professional development related to Math Talk and Listening; 2) Parents at the pilot schools will participate in parent workshops and community-based activities focused on supporting their children's math achievement; 3) Project partners will implement community-based family activities organized around a theme of Twelve Months of Math; and 4) Ecosystem partners will study what worked and what didn't, in order to identify best practices that can be shared with system leaders to scale effective practices and increase impact.
The near-term objectives for Math FACESS are: 1) improve students' attitudes, practices, and achievement in math; 2) improve parents' attitudes, practices, and confidence in math and increase their utilization of family math resources; 3) improve data-sharing among partners related to math participation and achievement; and 4) create pathways within the Ecosystem for family math learning. The effectiveness of the collective impact model and impacts on partner organizations also will be assessed. Through the math FACESS Launch Pilot, the NM STEM Ecosystem plans to: 1) demonstrate the power of a collective impact social innovation framework to address a systemic community condition -- in this case, the math achievement gap; 2) contribute to theory-of-change research that demonstrates student achievement can be affected by working with parents and teachers; and 3) provide a model that values different ways of knowing and uses cultural context in the design of STEM learning opportunities for students, families, and schools.
DATE:
-
TEAM MEMBERS:
Joe HastingsArmelle CasauObenshain KorenKersti TysonAngelo Gonzales