This is a brief literature review examining the theory and practice of Community-Based Participatory Research (CBPR). It highlights CBPR's liberatory intent, and focuses on CBPR practice in indigenous communities and among youth.
Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists
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TEAM MEMBERS:
Marcia LinnLibby GerardCamillia MatukKevin Mcelhaney
Through desk-based research and expert interviews, this study set out to investigate how funders and policy makers could drive coordination and improvements in the evaluation of youth engagement with STEM. The study explored the current landscape of evaluating youth engagement with STEM, gaps and challenges and key learnings from the evaluation practice in other sectors and key initiatives. Between February and March 2022, 18 project and programme evaluation reports and papers were reviewed, approximately 40 academic papers were analysed and synthesised, and 14 experts were interviewed.
The COVID-19 pandemic tested many fundamental connections between science and society. A growing field working to strengthen those connections exists within the informal STEM learning (ISL) community which provides diverse learning and engagement environments outside the formal classroom. One of the largest funders of ISL initiatives is the National Science Foundation (NSF) which runs the Advanced Informal STEM Learning (AISL) program in the United States. The AISL program supports initiatives through six categories that include pilots and feasibility studies, research in service to practice
Access & opportunity in STEM remain limited for youth from historically underrepresented backgrounds in the US & UK. We present findings grounded in Participatory Ethnographies into STEM pathways, highlighting how youth participate in ISL across time and settings in equitable and transformative ways, and practices that ISL practitioners engage in towards supporting pathway authoring. We take a pathways lens to highlight the multiple directions one may take through a particular ecology towards a wide range of outcomes beyond the STEM career, such as STEM agency and identities. Our study
In July 2020, Dr. Brigid Barron and her team at Stanford University’s Graduate School of Education and the Joan Ganz Cooney Center convened a virtual workshop to mobilize a community of investigators to explore innovative methods for studying family and community learning during the pandemic. Participants included NSF RAPID-COVID grantees from Stanford University, University of Washington, and the University of Michigan.
This report summarizes the strategies and insights generated at this workshop so that they may be shared among a wider network of researchers, practitioners, funders, and
The Researching Invention Education white paper compiles contributions from a community of individuals and organizations working in Invention Education (IvE) in the United States. IvE is a term that refers to the practice of teaching students how to problem-solve and think like inventors in order to become positive change-makers in the world. The paper was written by researchers interested in IvE who attended the 2018 InventEd convening hosted by The Lemelson Foundation. The group worked together for a year to publish their findings that were then uncovered at the 2019 InventEd convening in
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TEAM MEMBERS:
Audra SkukauskaiteStephanie CouchLeslie Flynn
resourceresearchProfessional Development, Conferences, and Networks
A survey-based needs assessment at the University of Nebraska-Lincoln, a research- intensive land grant university, explored ways to meet the goal of increasing science, technology, engineering, and mathematics (STEM) outreach. 40% of surveyed faculty reported barriers to doing STEM outreach. Over 50% of faculty reported an inability to individually resolve barriers to STEM outreach in ways that ensure broader community engagement in their research through outreach. Using a Sociological lens, the current study examined institutional-level barriers and enablers to faculty engaging in outreach
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TEAM MEMBERS:
Kiyomi DeardsSaundra FrerichsPatricia Wonch HillJulia McQuillan
In December of 2019, TERC and the University of Notre Dame convened 21 early childhood reading, family learning, and informal STEM education experts to explore the role of children’s fiction books as a tool for supporting STEM learning with young children and their families. Through the discussions, the group developed a series of recommendations for future research and practice, with a particular focus on integrating diversity and equity perspectives into the use of storybooks.
In December of 2019, TERC and the University of Notre Dame convened a group of 21 early childhood reading, family learning, and informal STEM education experts to explore the role of children’s fiction books as a tool for supporting STEM learning with young children and their families. Participants included educators and researchers from across the country representing a broad range of learning contexts, professional roles, audience focus areas, and STEM discipline expertise. Through the discussions, the group developed a series of recommendations for future work, with a particular focus on
This webinar was presented by the NSF Education and Human Research (EHR) Department to describe a current funding opportunity, the EHR Core Research (ECR) program.
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TEAM MEMBERS:
Earnestine EasterGregg SolomonJolene Jesse