As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative resources for use in a variety of settings. This proposed effort embraces broad participation by the three Ute tribes, History Colorado, and scientists in the field of archaeology to investigate and integrate traditional ecological knowledge and contemporary Western science. The project will preserve knowledge from the Ute peoples of Colorado and Utah, including traditional technology, ethnobotany, engineering and math. Results from this project will inform educational efforts in similar communities.
This project will build on the long-standing collaborations between History Colorado (HC), the Southern Ute Indian Tribe, Ute Mountain Ute Tribe and Ute Indian Tribe, Uintah & Ouray Reservation, and the Dominguez Archaeological Research Group DARG). HC will implement and evaluate a regional informal learning collaboration focused on Ute traditional and contemporary STEM knowledge serving over 128,000 learners through tribal programs, local history museums and educational networks. This project will advance the understanding of integrated knowledge and the role of Ute people as STEM learners and practitioners. This Informal Science Learning project will increase lifelong STEM learning in rural communities and create a replicable model for collaboration among tribes, history museums, and scientists.
As a part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds research and innovative resources for use in a variety of settings. In this project, the primary goal of Geo-literacy Education in Micronesia is to demonstrate the potential for effective intergenerational, informal learning and development of geo-literacy through an Informal STEM Learning Team (ISLT) model for Pacific island communities. This will be accomplished by means of a suite of six informal learning modules that blend local/Indigenous approaches, Western STEM knowledge systems, and active learning. This project will be implemented across 12 select communities in the Republic of Palau, the Federated States of Micronesia - which consists of the four States of Chuuk, Kosrae, Pohnpei, and Yap - and the Republic of the Marshall Islands. Jointly, these entities are referred to as the Freely Associated States (FAS). Geo-literacy refers to combining both local knowledge and Western STEM into a synthesized understanding of the world as a set of interconnected, dynamic physical, biological, and social systems, and using this integrated knowledge to make informed decisions. Applications include natural resource management, conservation, and disaster risk reduction. The project will: (1) demonstrate that the recruitment and development of an ISLT model is an effective method of engaging communities in geo-literacy activities; (2) increase geo-literacy knowledge and advocacy skills of ISLT participants; (3) produce and disseminate geo-literacy educational materials and resources (e.g., place-based teaching guides, geospatial data systems, educational apps, 2-D and 3-D models, and digital maps); and (4) provide evidence that FAS residents use these geo-literacy educational materials and resources to positively influence decision-making.
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TEAM MEMBERS:
Corrin BarrosKoh Ming WeiDanko TabrosiEmerson Odango
This project had three objectives to build knowledge with respect to advancing Informal STEM Education:
Plan, prototype, fabricate, and document a game-linked design-and-play STEM exhibit for multi-generational adult-child interaction utilizing an iterative exhibit design approach based on research and best practices in the field;
Develop and disseminate resources and models for collaborative play-based exhibits to the informal STEM learning community of practice of small and mid-size museums including an interactive, tangible tabletop design-and-play game and a related tablet-based game app for skateboarding science and technology design practice;
Conduct research on linkages between adult-child interactions and game-connected play with models in informal STEM learning environments.
Linked to these objectives were three project goals:
Develop tools to enable children ages 5-8 to collaboratively refine and test their own theories about motion by exploring fundamental science concepts in linked game and physical-object design challenge which integrates science (Newton’s Laws of Motion) with engineering (iterative design and testing), technology (computational models), and mathematics (predictions and comparisons of speed, distance, and height). [Linked to Objectives 1 & 3]
Advance the informal STEM education field’s understanding of design frameworks that integrate game environments and physical exhibit elements using tangibles and playful computational modeling and build upon the “Dimensions of Success” established STEM evaluation models. [Linked to Objectives 1 & 2]
Examine methods to strengthen collaborative learning within diverse families through opportunities to engage in STEM problem-based inquiry and examine how advance training for parents influences the extent of STEM content in conversations and the quality of interactions between caregivers and children in the museum setting. [Linked to Objectives 1 & 3]
The exhibit designed and created as a result of this grant project integrates skateboarding and STEM in an engaging context for youth ages 5 to 8 to learn about Newton’s Laws of Motion and connect traditionally underserved youth from rural and minority areas through comprehensive outreach. The exhibit design process drew upon research in the learning sciences and game design, science inquiry and exhibit design, and child development scholarship on engagement and interaction in adult-child dyads.
Overall, the project "Understanding Physics through Collaborative Design and Play: Integrating Skateboarding with STEM in a Digital and Physical Game-Based Children’s Museum Exhibit" accomplished three primary goals. First, we planned, prototyped, fabricated, and evaluated a game-linked design-and-play STEM gallery presented as a skatepark with related exhibits for adult-child interaction in a Children's Museum.
Second, we engaged in a range of community outreach and engagement activities for children traditionally underserved in Museums. We developed and disseminated resources for children to learn about the physics of the skatepark exhibit without visiting the Museum physically. For example, balance board activities were made portable, the skatepark video game was produced in app and web access formats, and ramps were created from block sets brought to off-site locations.
Third, we conducted a range of research to better understand adult-child interactions in the skatepark exhibit in the Children's Museum and to explore learning of physics concepts during physical and digital play. Our research findings collectively provide a new model for Children's Museum exhibit developers and the informal STEM education community to intentionally design, evaluate, and revise exhibit set-up, materials, and outcomes using a tool called "Dimensions of Success (DOS) for Children's Museum Exhibits." Research also produced a tool for monitoring the movement of children and families in Museum exhibit space, including time on task with exhibits, group constellation, transition time, and time in gallery. Several studies about adult-child interactions during digital STEM and traditional pretend play in the Museum produced findings about social positioning, interaction style, role, and affect during play.
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TEAM MEMBERS:
Deb DunkhaseKristen MissallBenjamin DeVane
This project will research factors influencing the implementation of programs designed to increase diverse participation in informal science. The goal is to provide the informal science education field with information and tools that will help them design effective programs that more effectively engage a broad range of diverse audiences. The project has two major components. First, the project will research the implementation of a citizen science project, Celebrate Urban Birds (CUB), in major U.S. cities. Citizen science projects involve public volunteers in gathering scientifically valid data as part of ongoing research. Second, building on results of the research, the project will launch a website and learning community (called a Community of Practice or CoP) supporting informal science educators that are involved in designing and implementing informal science programs with an emphasis on engaging diverse participants. The project will be lead by the Cornell Lab of Ornithology (CLO), a leader in designing and researching citizen science projects, in collaboration with the Association of Science-Technology Centers (ASTC) and five science center members of ASTC, where the CUB program will be implemented and researched. The objective of the research is to better understand contextual factors and how they impact implementation even when accepted practices are followed. Such research is key not only to revealing accepted practices but also to understanding how projects are implemented in the face of concrete operational, cultural, economic, and demographic variables. The research will use a comparative case study approach, which is designed for studies requiring holistic, in-depth investigation. The development of the website and the CoP will be guided by a Network Improvement Strategy, a research-based approach to designing educational CoPs. The development of the CoP will involve the project stakeholders including the informal science organization practitioners, community organization representatives, CUB staff, ASTC staff, advisors and consultants. This strategy will allow the project team and pilot sites to leverage their diverse experiences and skill sets to improve practice; provide space for researchers and practitioners to work together as partners; and develop a nuanced set of strategies that can be implemented across a variety of organizational contexts.