Fostering Interest in Science through Interactive Exploration of Astronomy What-If Simulations

通过天文学假设模拟的交互式探索培养对科学的兴趣

基本信息

批准号：
1713609
负责人：
H Chad Lane
金额：
$ 29.99万
依托单位：
University of Illinois at Urbana-Champaign
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-06-01 至 2021-05-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1713609&HistoricalAwards=false
关键词：
Fostering Interest Science through Interactive

项目摘要

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 project will advance knowledge in the design of interest triggers for science in immersive digital simulation learning games. When learners are interested in a topic, it can have a profound impact on the quality of their learning. Although much is known about how informal learning experiences can promote interest in STEM, much less research has addressed links between technology use and interest development. This Exploratory Pathways project will investigate (1) the impact of entertainment technology use by middle school learners on STEM interest development, (2) the design of interactive educational technologies created specifically to trigger interest in astronomy, and (3) informal learning resources for sustained interaction with STEM content over time. In particular, learners will have the opportunity to interactively explore the scientific consequences of considering alternative versions of Earth via "What if?" questions, such as "What if the earth had no moon?" or "What if the earth were twice its current size?". While using the simulations, learners will be invited to make observations and propose scientific explanations for what they see as different. Given recent discoveries of potentially habitable worlds throughout the Galaxy, such questions have high relevance to public discourse around space exploration, conditions necessary for life, and the long-term future of the human race. Studies will occur across three informal learning settings: museum exhibits, afterschool programs, and summer camps, and are driven by the following research questions: What technology-based triggers of interest have the strongest influence on interest? Which contextual factors are most important for supporting long-term interest development? And, what kinds of technology-based triggers are most effective for learners from audiences who are underrepresented in STEM? This research will result in an empirically tested approach for cultivating interest that will allow educators to leverage the "What if?" pedagogy in their own work, as well as downloadable materials suitable for use in both informal and formal learning settings. Planned studies will identify features that are effective in triggering interest, with an emphasis on groups underrepresented in STEM, and elaborate on the importance of engaging learners in explanatory dialogues and in service of interest development. It is hypothesized that interacting in such novel ways can act as a trigger for interest in astronomy, physics, and potentially other areas of STEM. Design iterations will also investigate different forms of learning supports, such as guidance from facilitators, collaboration, and automated guidance available within the simulations, and identify how features vary with respect to learning contexts. Data collected will include interview and survey data to track interest development, measures of knowledge in astronomy and physics, and log files of simulation use to better understand how behaviors in the simulations align with stated interests. Results of the studies will advance the theoretical understanding of interest development and its relationship to interactive experiences, and will also have practical implications for the deployment of technology in informal settings by identifying features critical for triggering the interest of middle school learners. 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 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.

作为增强非正式环境学习的整体战略的一部分，前进的非正式STEM学习（AISL）计划为在各种环境中使用的创新资源提供了资金。该项目将促进对沉浸式数字模拟学习游戏中科学触发的兴趣触发者的知识。当学习者对一个主题感兴趣时，它可能会对他们的学习质量产生深远的影响。尽管对非正式学习经历如何促进对STEM的兴趣知之甚少，但更少的研究已经解决了技术使用与兴趣开发之间的联系。这个探索性途径项目将调查（1）中学学习者对STEM兴趣开发的娱乐技术使用的影响，（2）专门为引发天文学的兴趣而创建的交互式教育技术的设计，以及（3）随着时间的推移，与STEM内容持续相互作用的非正式学习资源。特别是，学习者将有机会通过“如果呢？”来考虑地球替代版本的科学后果。问题，例如“如果地球没有月亮怎么办？”或“如果地球是当前大小的两倍，该怎么办？”在使用模拟的同时，将邀请学习者进行观察并提出科学解释，以解释他们的不同之处。鉴于在整个银河系中对潜在可居住世界的最新发现，此类问题与围绕太空探索，生活所必需的条件以及人类的长期未来的公众讨论具有很高的相关性。研究将在三个非正式学习环境中进行：博物馆展览，课后计划和夏令营，并受到以下研究问题的驱动：哪些基于技术的触发器对兴趣产生了最大的影响？哪些背景因素对于支持长期利益发展最重要？而且，哪些基于技术的触发因素对STEM中人数不足的受众的学习者最有效？这项研究将导致经验测试的方法来培养兴趣，这将使教育者能够利用“如果呢？”教学法在自己的工作中，以及适合在非正式和正式学习环境中使用的可下载材料。计划的研究将确定有效引发兴趣的特征，重点是在STEM中代表性不足的群体，并详细介绍了吸引学习者参与解释性对话并为利益发展服务的重要性。假设以这种新颖的方式相互作用可以引起人们对天文学，物理和潜在其他STEM领域的兴趣的触发。设计迭代还将研究不同形式的学习支持，例如促进者的指导，协作以及模拟中可用的自动指导，并确定特征在学习环境方面的变化。收集到的数据将包括访谈和调查数据，以跟踪兴趣发展，天文学和物理学知识的度量以及模拟使用的日志文件，以更好地了解模拟中的行为如何与既定的兴趣保持一致。研究的结果将提高对兴趣发展及其与互动经验的关系的理论理解，并且还将通过确定对触发中学学习者的利益至关重要的特征来对技术在非正式环境中的部署产生实际影响。该项目由非正式的STEM学习（AISL）计划资助，该计划旨在推进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大对STEM学习经验的访问和参与度，推进对非正式环境中STEM学习的创新研究，并发展参与者对更深入学习的理解。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Minecraft as a Sandbox for STEM Interest Development: Preliminary Results

Minecraft 作为 STEM 兴趣培养的沙盒：初步结果

DOI：
发表时间：
2017
期刊：
25th International Conference on Computers in Education Proceedings
影响因子：
0
作者：
Lane, H. Chad;Yi, Sherry;Guerrero, Brian;Comins, Neil F.
通讯作者：
Comins, Neil F.

Coding and Analyzing Scientific Observations From Middle School Students in Minecraft

在 Minecraft 中编码和分析中学生的科学观察

DOI：
10.22318/icls2020.1787
发表时间：
2020
期刊：
14th International Conference of the Learning Sciences (ICLS
影响因子：
0
作者：
Yi, Sherry;Gadbury, Matthew;Lane, H. C.
通讯作者：
Lane, H. C.

A Taxonomy of Minecraft Activities for STEM

STEM 的 Minecraft 活动分类

DOI：
发表时间：
2017
期刊：
25th International Conference on Computers in Education Proceedings
影响因子：
0
作者：
Lane, H. Chad;Yi, Sherry;Guerrero, Brian;Comins, Neil F.
通讯作者：
Comins, Neil F.

DOI:10.13140/RG.2.2.21689.11369

DOI：
10.13140/rg.2.2.21689.11369
发表时间：
2019
期刊：
Proceedings of the 2019 Connected Learning Summit Conference
影响因子：
0
作者：
Yi, Sherry;Lane, H.C.
通讯作者：
Lane, H.C.

What if we were twice as close to the Sun? Interview findings from a science summer camp serving underrepresented youth

如果我们距离太阳近两倍会怎样？

DOI：
10.1145/3337722.3337762
发表时间：
2019
期刊：
Proceedings of the 14th International Conference on the Foundations of Digital Games
影响因子：
0
作者：
Yi, Sherry;Lane, H.C.;Delialioglu, O.
通讯作者：
Delialioglu, O.