RISES (Re-energize and Invigorate Student Engagement through Science) is a coordinated suite of resources including 42 interactive English and Spanish STEM videos produced by Children's Museum Houston in coordination with the science curriculum department at Houston ISD. The videos are aligned to the Texas Essential Knowledge and Skills standards, and each come with a bilingual Activity Guide and Parent Prompt sheet, which includes guiding questions and other extension activities.
This project will teach foundational computational thinking (CT) concepts to preschoolers by creating a mobile app to guide families through sequenced sets of videos and hands-on activities, building on the popular PBS KIDS series Work It Out Wombats!
DATE:
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TEAM MEMBERS:
Marisa WolskyJanna KookJessica Andrews
This project is funded by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. It responds to continuing concerns about racial and social inequities in STEM fields that begin to emerge in the early childhood years. The overarching goal of the project is to identify cultural strengths that support early science learning opportunities among Spanish-speaking children from immigrant Latin American communities, a population that is traditionally underrepresented in STEM educational and career pursuits. Building on a growing interest in the ways stories can promote early engagement in and understanding of science, this project will investigate the role of oral and written stories as culturally relevant and potentially powerful tools for making scientific ideas and inquiry practices meaningful and accessible for young Latinx children. Findings will reveal ways that family storytelling practices can provide accessible entry points for Latinx children's early science learning, and recommend methods that parents and educators can use to foster learning about scientific practices that can, in turn, increase interest and participation in science education and fields.
The project will advance knowledge on the socio-cultural and familial experience of Latinx children that can contribute to their early science learning and skills. The project team will examine the oral story and reading practices of 330 Latinx families with 3- to 5-year-old children recruited from three geographic locations in the United States: New York, Chicago, and San Jose. Combining interviews and observations, the project team will investigate: (1) how conversations about science and nature occur in Latinx children's daily lives, and (2) whether and to what extent narrative and expository books, family personal narratives, and adivinanzas (riddles) engender family conversations about scientific ideas and science practices. Across- and within-site comparisons will allow the project team to consider the immediate ecology and broader factors that shape Latinx families’ science-related views and practices. Although developmental science has long acknowledged that early learning is culturally situated, most research on early STEM is still informed by mainstream experiences that largely exclude the lived experiences of children from groups underrepresented in STEM, especially those who speak languages other than English. The proposed work will advance understanding of stories as cultural resources to support early science engagement and learning among Latinx children and inform the development of high quality, equitable informal and formal science educational opportunities for young children.
It is estimated that over 95% of all school children across the country are out of the classroom due to social distancing mandates in response to the COVID-19 pandemic. Almost overnight, families have had to develop and support new practices for learning at home as districts scramble to meet the academic, social and emotional needs of their communities. It is essential to collect data now to develop a deeper understanding of how schools and families are adapting to these changes and will continue to do so in coming weeks/months - the troubles they encounter, and the solutions they generate. Retrospective accounts may mask critical features of what was experienced, minimizing the country’s capacity to conceptualize and build more robust, equitable and transformative learning ecologies for the future. Emphasizing an equity approach to solution development, this research will document how families engage in creative practices to generate powerful learning based on local needs, values, contexts, and histories in this present crisis. It will address the following questions: (1) What resources are schools providing and how are parents navigating and extending these resources to sustain their child’s learning? (2) How are families exploring science and math concepts related to the pandemic? (3) How are parents and families learning to adapt (e.g. communication with teachers; broader social networks) and what challenges do they face (e.g. subscription costs; reliable Internet)? (4) How are digital resources for STEM, curated by the research team, utilized for learning?
Emergency school closures are exposing significant gaps in access to the Internet and communication devices, and the capacity of parents/caregivers and communities to capitalize on technology to sustain health-relevant learning in a time of crisis. This project will use a novel, remote-diary tool based on a smartphone-enabled data collection platform, to reach families across the country. Mobile-phone-enabled remote diary tools make it possible to reach families who are under-connected, not just those with robust technical infrastructure. The data collected will lay the groundwork for creating new socio-technical support systems informed by diverse families’ experiences, as the crisis unfolds. Approximately 200 parents with school age children (early and upper elementary grades) living at home will be recruited. This study and a subsequent virtual workshop with other researchers who are also using remote methods to study learning will help establish a broader research agenda to specify the conditions under which socio-technical systems productively augment a family’s capacity to innovate and learn when traditional co-located school settings disappear. It will advance our understanding of how human learning adapts to unexpectedly changed learning environments. This study draws on advances in remote data collection and new analytical tools for innovation in research design.
For both parents and educators, monitoring and adjusting their behaviors to ensure that children develop appropriate prosocial and learning behaviors is a complex balance between nurturance and limit setting. When these interactions are strained, negative or coercive cycles may emerge that delay appropriate development and exacerbate existing impairment. To disrupt the development of coercive cycles, adults must have the ability to accurately assess the quality of their interactions with children and integrate this information into personal change. Approaches to measuring these types of interactions will inform what we know about the mechanisms of child social, emotional, and learning development in STEM learning settings, and enable the creation of adaptive interventions for those moments when support is most needed. This project envisions a closed-loop intervention framework to promote a supportive and interactive environment around children. Smart wearables will sense interaction and responses between the children and their parents or educators, using embedded machine learning technology to recognize supportive behaviors. The perceived behaviors will be sent to a cloud server where adaptive interaction strategies will be identified from either online psychological consultation or artificial intelligence. These interaction strategies will then be provided to the parents and educators in the form of guidance cues to promote a supportive STEM learning environment around the children.
This planning project aims to understand the barriers and critical problems in the implementation of smart technology and psychological strategies to support adult-child interactions in STEM learning settings. The work will proceed by convening key stakeholders (parent organizations, formal educational institutions, and informal educational institutions) in a series of iterative discussions to produce a set of adult-child behavioral targets that are essential to children’s development of social, emotional, and learning skills. Further discussions will then identify mechanisms to enhance these behaviors, and reduce competing, less effective approaches. Qualitative thematic analysis of the discussions will be used to capture these behaviors and mechanisms. Then technologies will be developed to measure, provide feedback on, and improve these behaviors. These devices will be piloted with adult-child dyads. Audiovisual data collected by the devices will be human coded as well as processed by algorithms to vet the technological capacity of the devices to detect and respond to targeted behaviors. A series of debriefing interviews and surveys with adult-child dyads will be used to determine the feasibility, acceptability, and utility of the devices. The collected preliminary data will support the forming of critical technological and social science research questions that co-inform one another: questions about the social engagement between adults and children will drive the technical research, and what can be discovered via the technological research will open up new questions that can be posed about social engagement between children and adults. Adult-child interactions are key social factors that integrate to produce student social, emotional, and academic outcomes. Within our informal educational communities, our formal educational communities, and our familial communities it is essential to find the best mechanisms for measuring, providing feedback, and improving these interactions. This work thus seeks to advance a new approach to, and evidence-based understanding of, the development of STEM learning. This Smart and Connected Communities project is also supported by the Advancing Informal STEM Learning program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).
The Accessible Oceans study will design auditory displays that support learning and understanding of ocean data in informal learning environments like museums, science centers, and aquariums. Most data presentations in these spaces use visual display techniques such as graphs, charts, and computer-generated visualizations, resulting in inequitable access for learners with vision impairment or other print-related disabilities. While music, sound effects, and environmental sounds are sometimes used, these audio methods are inadequate for conveying quantitative information. The project will use sonification (turning data into sound) to convey meaningful aspects of ocean science data to increase access to ocean data and ocean literacy. The project will advance knowledge on the design of auditory displays for all learners, with and without disabilities, as well as advance the use of technology for STEM formal and informal education. The study will include 425 participants but will reach tens of thousands through the development of education materials, public reporting, and social media. The study will partner with the Smithsonian National Museum of Natural History, Woods Hole Oceanographic Institution Ocean Discovery Center, the Georgia Aquarium, the Eugene Science Center, the Atlanta Center for the Visually Impaired, and Perkins School for the Blind.
The project will leverage existing educational ocean datasets from the NSF-funded Ocean Observatories Initiative to produce and evaluate the feasibility of using integrated auditory displays to communicate tiered learning objectives of oceanographic principles. Integrated auditory displays will each be comprised of a data sonification and a context-setting audio introduction that will help to make sure all users start with the same basic information about the phenomenon. The displays will be developed through a user-centered design process that will engage ocean science experts, visually impaired students and adults (and their teachers), and design-oriented undergraduate and graduate students. The project will support advocacy skills for inclusive design and will provide valuable training opportunities for graduate and undergraduate students in human-centered design and accessibility. The project will have foundational utility in auditory display, STEM education, human-computer interaction, and other disciplines, contributing new strategies for representing quantitative information that can be applied across STEM disciplines that use similar visual data displays. The project will generate publicly accessible resources to advance studies of inclusive approaches on motivating learners with and without disabilities to learn more about and consider careers in STEM.
This Pilots and Feasibility Studies project is supported by the Advancing Informal STEM Learning 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.
This project will scale up fully virtual or face-to-face STEM professional development to afterschool educators in both urban and rural settings. Given that many afterschool educators have little or no background in STEM education, there is demand for professional development that is effective, inexpensive, and accessible. This project will build national capacity in STEM education by developing the STEM skills of over 1,500 educators across multiple states and will ultimately impact over 31,000 under-represented youth in these areas. The project will also deliver robust materials through a free open-source mechanism, for use by educators anywhere and anytime. The project will broaden participation in STEM by engaging community educators in the rural parts of the nation, a critically under-represented group in STEM. It will also reach educators from low-income urban communities across three states and seven cities, targeted through strategic networks and partnerships, including organizations such as the YMCA, 4-H, and the National Afterschool Association.
This collaborative project is scaling the ACRES model (Afterschool Coaching for Reflective Educators in STEM). The model humanizes the virtual experience, making it social and engaging, and allows educators to learn, share, and practice essential STEM facilitation skills with a focus on making STEM relevant and introducing STEM careers to youth. In addition to enhancing the professional STEM skills of rural and urban educators, the project will create a national cohort of coaches with deep expertise in (i) converting in-person activities for youth into a highly engaging, choice-rich online format, (ii) engaging isolated informal educators in supportive professional learning communities, and (iii) coaching foundational research-based STEM facilitation skills that ensure these activities are pedagogically sound. A key part of this broad implementation project involves studying how to integrate an effective professional development program into afterschool organizations, including the ways afterschool programs adapt the materials to be culturally responsive to their local communities. The researchers will also study factors contributing to the longer-term sustainability of the program. The research will use surveys, interviews, direct observations, and case studies of participants to provide the field with valuable insights into scaling a program in the afterschool world.
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 extending 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 Innovations in Development project is funded by the Advancing Informal STEM Learning 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.
Quantum information science (QIS) is an emergent cross-disciplinary field at the interface of physics, computer science, materials science, and engineering. Yet, there are few educational programs that encourage young people to explore QIS and understand its applications and societal benefits. Such programs are critical for supporting the growth of a quantum-ready workforce. Building intuition is a foundational first step but this is challenging because quantum effects are neither visible to the naked eye, nor experienced in everyday life. This project will create a suite of accessible, engaging digital games for middle schoolers, and study their effectiveness in cultivating intuition around QIS. Relating QIS concepts to common game mechanics is designed to increase students’ confidence in their QIS knowledge, reduce their fear of tackling such a subject, and consider pursuing a career in this field or another STEM area. The game-driven design appeals to a broad population beyond the age groups studied. Moreover, the deliverables will be freely available online, which allows anyone with a phone or computer and internet access a way to learn about QIS in an engaging, play-based environment. The program will partner with teacher organizations and other community groups to share the games, maximizing the project’s impact.
The project is guided by the QIS Key Concepts developed in 2020, as well as research and best practices on gamification of learning. The games will be designed for 6th-8th grade students in an informal setting, focusing on the concepts of probability, superposition, and role of measurement. A game world titled "Quander" will include videos that explicitly tie game experiences to QIS concepts and applications. The project will evaluate students' understanding after playing the games and watching the videos, how they engage with aspects of the games, and how the game impacted their interest in QIS. The project data will advance understanding of how to facilitate QIS informal learning experiences in ways that engage young audiences in QIS and similar abstract emerging areas of technology where current research is scant. This project represents one of the first efforts to teach QIS concepts in ways that connect directly to young learners’ play-based experiences. Data gathered from the project will help future program designers understand the ability of young learners to reason about QIS concepts such as measurement, superposition and probabilities in game contexts, providing insights to the ages at which students are ready for more technical content.
This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).
Math is everywhere in the world, but youth may see math as disconnected from their everyday experiences and wonder how math is relevant to their lives. There is evidence that informal math done by children is highly effective, involving efficiency, flexibility, and socializing. Yet, more is needed to understand how educators can support math engagement outside of school, and the role these out-of-school experiences can play relative to the classroom and lifelong STEM learning. This Innovations and Development Project seeks to conduct research on a location-based mobile app for informal mathematics learning. This research takes place at 9 informal learning sites and involves iteratively designing an app in which learners can view and contribute to an interactive map of math walk “stops” at these sites. Learners will be able to select locations and watch short videos or view pictures with text that describe how mathematical principles are present in their surroundings. For example, learners could use the app to discover how a painting by a local Latino artist uses ratio and scale, or how a ramp in downtown was designed with a specific slope to accommodate wheelchairs. Research studies will examine the affordances of augmented reality (AR) overlays where learners can hold up the camera of their mobile device, and see mathematical representations (e.g., lines, squares) layered over real-world objects in their camera feed. Research studies will also examine the impact of having learners create their own math walk stops at local informal learning sites, uploading pictures, descriptions, and linking audio they narrate, where they make observations about how math appears in their surroundings and pose interesting questions about STEM ideas and connections they wonder about.
This project draws on research on informal math learning, problem-posing, and culturally-sustaining pedagogies to conduct cycles of participatory design-based research on technology-supported math walks. The research questions are: How does posing mathematical scenarios in community-imbedded math walks impact learners’ attitudes about mathematics? How can experiencing AR overlays on real world objects highlight mathematical principles and allow learners to see math in the world around them? How can learners and informal educators be engaged as disseminators of content they create and as reviewers of mathematical content created by others? To answer these questions, five studies will be conducted where learners create math walk stops: without technology (Study 1), with a prototype version of the app (Study 2), and with or without AR overlays (Study 3). Studies will also compare children's experiences receiving math walk stops vs. creating their own stops (Study 4) and explore learners reviewing math walk stops made by their peers (Study 5). Using a community ethnography approach with qualitative and quantitative process data of how youth engage with the app and with each other, the project will determine how the development of math interest can be facilitated, how learner-driven problem generation can be scaffolded, and under what circumstances app-based math walks are most effective. The results will contribute to research on the development of interest, problem-posing, informal mathematics learning, and digital supports for STEM learning such as AR. This project will promote innovation and have strategic impact through a digital infrastructure that could be scaled up to support STEM walks anywhere in the world, while also building a local STEM learning ecosystem among informal learning sites focused on informal mathematics. This project is a partnership between Southern Methodist University, a nonprofit, talkSTEM that facilitates the creation of community math walks, and 9 informal learning providers. The project will directly serve approximately 500 grades 4-8 learners and 30-60 informal educators. The project will build capacity at 9 informal learning sites, which serve hundreds of thousands of students per year in their programming.
This Innovations in Development project is supported by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.
Informal STEM learning environments, programs, and policies can be designed to support and promote neurodiversity through inclusive practices. This project will explore the benefits of informal STEM learning for K-12 neurodiverse learners through a systematic review and meta-analysis of extant literature and research grounded in the theory of social model of ability. This framework is an asset-based approach and aims to promote social, cognitive, and physical inclusion, leading to positive outcomes. Using various quantitative and qualitative methodologies, this project endeavors to collect and synthesize the evidence for supporting and enhancing accessibility and inclusiveness in informal STEM learning for K-12 neurodiverse learners. It will explore key features of informal STEM learning and effective, evidence-based strategies to effectively engage children and youth with neurological conditions such as autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), dyslexia, and dyspraxia, in informal STEM learning environments. The findings of this complex synthesis will provide a timely contribution to deeper understanding of supports for neurodiversity while also highlighting areas that inform further research, shifts in practice, and policy.
The systematic review will occur over a two-year period. It will focus on identifying program elements that promote inclusion of children and youth with neurodevelopmental disabilities in informal STEM learning contexts. Specifically, the review will explore two overarching research questions and several sub-research questions:
RQ1. What program elements (teaching and learning variables) in informal STEM learning settings facilitate inclusion of K-12 neurodiverse STEM learners? Sub-RQ1a: What are the overlapping and discrete characteristics of the program elements that facilitate social, cognitive, and physical inclusion?
Sub-RQ1b: In what ways do the program elements that facilitate inclusion vary by informal STEM learning setting?
RQ2: What program elements (teaching and learning variables) in informal STEM learning settings are correlated with benefits for K-12 neurodiverse STEM learners? Sub-RQ2a: What are the overlapping and discrete characteristics of the program elements that correlate with increased STEM identity, self- efficacy, interest in STEM, or STEM learning?
Sub-RQ2b: In what ways do the program elements that correlate with positive results for students vary by informal STEM learning setting? The research synthesis will consider several different types of studies, including research and evaluation; experimental and quasi-experimental designs; quantitative, qualitative, and mixed methods; and implementation studies.
The research team will (a) review all analyses and organize findings to illustrate patterns, factors, and relationships, (b) identify key distinctions and nuances derived from the contexts represented in the literature, and (c) revisit and confirm the strength of evidence for making overall assertions of what works, why, and with whom. The findings will be disseminated in practice briefs, journal articles, the AISL resource center, as well as presentations and materials for researchers, practitioners, and informal STEM leaders. Ultimately, this work will result in a comprehensive synthesis of effective informal STEM learning practices for neurodiverse K-12 learners and identify opportunities for further research and development.
This literature review and meta-analysis 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.
Wireless radio communications, such as Wi-Fi, transmit public and private data from one device to another, including cell phones, computers, medical equipment, satellites, space rockets, and air traffic control. Despite their critical role and prevalence, many people are unfamiliar with radio waves, how they are generated and interact with their surroundings, and why they are the basis of modern communication and navigation. This topic is not only increasingly relevant to the technological lives of today’s youth and public, it is critical to the National Science Foundation’s Industries of the Future activities, particularly in advancing wireless education and workforce development. In this project, STEM professionals from academia, industry and informal education will join forces to design, evaluate, and launch digital apps, a craft-based toolkit, activity guides, and mobile online professional learning, all of which will be easily accessed and flexibly adapted by informal educators to engage youth and the public about radio frequency communications. Experiences will include embodied activities, such as physically linking arms to create and explore longitudinal and transverse waves; mobile experiences, such as augmented reality explorations of Wi-Fi signals or collaborative signal jamming simulations; and technological exploration, such as sending and receiving encrypted messages.
BSCS Science Learning, Georgia Tech, and the Children’s Creativity Museum (CCM) with National Informal STEM Education Network (NISE Net) museum partners will create pedagogical activity designs, digital apps, and a mobile online professional learning platform. The project features a rigorous and multipronged research and development approach that builds on prior learning sciences studies to advance a learning design framework for nimble, mobile informal education, while incorporating the best aspects of hands-on learning. This project is testing two related hypotheses: 1) a mobile strategy can be effective for supporting just-in-time informal education of a highly technical, scientific topic, and 2) a mobile suite of resources, including professional learning, can be used to teach informal educators, youth, and the general public about radio frequency communications. Data sources include pre- and post- surveys, interviews, and focus groups with a wide array of educators and learners.
A front-end study will identify gaps in public understanding and perceptions specific to radio frequency communications, and serve as a baseline for components of the summative research. Iterative formative evaluation will incorporate participatory co-design processes with youth and informal educators. These processes will support materials that are age-appropriate and culturally responsive to not only youth, with an emphasis on Latinx youth, but also informal educators and the broader public. Summative evaluation will examine the impact of the mobile suite of resources on informal educators’ learning, facilitation confidence and intentions to continue to incorporate the project resources into their practice. The preparation of educators in supporting public understanding of highly technological STEM topics can be an effective way for supporting just-in-time public engagement and interests in related careers. Data from youth and museum visitors will examine changes to interest, science self-efficacy, content knowledge, and STEM-related career interest. If successful, this design approach may influence how mobile resources are designed and organized effectively to impact future informal education on similarly important technology-rich topics. All materials will be released under Creative Commons licenses allowing for widespread sharing and remixing; research and design findings will be published in academic, industry, and practitioner journals.
This project is co-funded by two NSF programs: The Advancing Informal STEM Learning 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 Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.
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.
Mentoring is a widely accepted strategy for helping youth see how their interests and abilities fit with education and career pathways; however, more research is needed to better understand how different approaches to mentoring impact youth participants. Near-peer mentoring can be a particularly impactful approach, particularly when youth can identify with their mentors. This project investigates three approaches to near-peer mentoring of high-school-aged Hispanic youth by Hispanic undergraduate mathematics majors. Mentoring approaches include undergraduates' visits to high school classrooms, mathematics social media, and a summer math research camp. These three components of the intervention are aimed at facilitating enjoyment of advanced mathematics through dynamic, experiential learning and helping high school aged youth to align themselves with other doers of mathematics on the academic stage just beyond them, i.e., college.
Using a Design-Based Research approach that involves mixed methods, the research investigates how the three different near-peer mentoring approaches impact youth participants' attitudes and interests related to studying mathematics and pursuing a career in mathematics, the youth's sense of whether they themselves are doers of mathematics, and the youth's academic progress in mathematics. The project design and research study focus on the development of mathematical identity, where a mathematics identity encompasses a person's self-understanding of himself or herself in the context of doing mathematics, and is grounded in Anderson (2007)'s four faces of identity: Engage, Imagine, Achieve, and Nature. The study findings have the potential to uncover associations between informal interactions involving the near-peer groups of high school aged youth and undergraduates seen to impact attitudes, achievement, course selection choices, and identities relative to mathematics. It also responds to an important gap in current understandings regarding effective communication of mathematics through social media outlets, and results will describe the value of in-person mathematical interactions as well as online interactions through social media. The study will result in a model for using informal near-peer mentoring and social media applications for attracting young people to study and pursue careers in STEM. This project will also result in a body of scripted MathShow presentations and materials and Math Social Media content that will be publicly available to audiences internationally via YouTube and Instagram.
This Research in Service to Practice 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.
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.
DATE:
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TEAM MEMBERS:
Aaron WilsonSergey GrigorianXiaohui WangMayra Ortiz