Youth Engaging in the Science of Resilience in Urban and Rural NC (YES-Resilience)

北卡罗来纳州城乡青年从事复原力科学（YES-Resilience）

• 批准号: 1906846
• 负责人: Kathleen Gray
• 金额: $ 35.76万
• 依托单位: University of North Carolina at Chapel Hill
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1906846&HistoricalAwards=false
• 关键词: Youth; Engaging; Science; Resilience; Urban

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. This project focuses on environmental health literacy and will explore the extent to which diverse rural and urban youth in an out-of-school STEM enrichment program exhibit gains in environmental health literacy while engaged in learning and teaching others about community resilience in the face of changing climates. Science centers and museums provide unique opportunities for youth to learn about resilience, because they bring community members together to examine the ways that current science influences local decisions. In this project, teams of participating youth will progress through four learning modules that explore the impacts of changing climates on local communities, the local vulnerabilities and risks associated with those changes, possible mitigation and adaptation strategies, and building capacities for communities to become climate resilient. After completion of these modules, participating youth will conduct a resilience-focused action project. Participants will be encouraged to engage peers, families, friends, and other community stakeholders in the design and implementation of their projects, and they will gain experience in accessing local climate and weather data, and in sharing their findings through relevant web portals. Participants will also use various sensors and web-based tools to collect their own data.This study is guided by three research questions: 1) To what extent do youth develop knowledge, skills, and self-efficacy for developing community resilience (taken together, environmental health literacy in the context of resilience) through participation in museum-led, resilience-focused programming? 2) What program features and settings foster these science learning outcomes? And 3) How does environmental health literacy differ among rural and urban youth, and what do any differences imply for project replication? Over a two-year period, the project will proceed in six stages: a) Materials Development during the first year, b) Recruitment and selection of youth participants, c) Summer institute (six days), d) Workshops and field experiences during the school year following the summer institute, e) Locally relevant action projects, and f) End-of-program summit (one day). In pursuing answers to the research questions, a variety of data sources will be used, including transcripts from youth focus groups and educator interviews, brief researcher reflections of each focus group and interview, and a survey of resilience-related knowledge. Quantitative data sources will include a demographic survey and responses to a self-efficacy instrument for adolescents. The project will directly engage 32 youth, together with one parent or guardian per youth. The study will explore the experiences of rural and urban youth of high school age engaged in interactive, parallel programming to enable the project team to compare and contrast changes in environmental health literacy between rural and urban participants. It is anticipated that this research will advance knowledge of how engagement of diverse youth in informal learning environments influences understanding of resilience and development of environmental health literacy, and it will provide insights into the role of partnerships between research universities and informal science centers in focusing on community resilience.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.

作为加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研究，方法和资源提供了资金。该项目侧重于环境健康素养，并将探讨在校外茎富集计划中各种各样的农村和城市青年在环境健康素养方面取得的增长，同时在面对气候变化的情况下从事学习和教导其他人的社区韧性。科学中心和博物馆为青年人提供了了解韧性的独特机会，因为他们将社区成员聚集在一起，以研究当前科学影响当地决策的方式。在这个项目中，参加年轻人的团队将通过四个学习模块进行进步，这些模块探讨了气候变化对当地社区的影响，与这些变化相关的当地脆弱性和风险，可能的缓解和适应策略以及建立社区成为气候弹性的能力。完成这些模块后，参与年轻人将进行以弹性为中心的动作项目。将鼓励参与者让同伴，家人，朋友和其他社区利益相关者参与其项目的设计和实施，他们将获得访问当地气候和天气数据以及通过相关的网站分享他们的发现的经验。参与者还将使用各种传感器和基于Web的工具来收集自己的数据。这项研究以三个研究问题为指导：1）青年在多大程度上发展知识，技能和自我效能，以通过参与博物馆领导的以博物馆为基础的，以弹性为中心的编程来发展社区韧性（在弹性的背景下，在弹性的背景下，在弹性的环境中）发展？ 2）哪些程序和设置促进了这些科学学习成果？ 3）农村和城市青年之间的环境健康素养有何不同，任何区别在项目复制中意味着什么？ 在两年的时间内，该项目将分为六个阶段：a）第一年的材料开发，b）招募和选择青年参与者，c）夏季研究所（六天），d）夏季研究所的学年的研讨会和现场经验，e）本地相关的行动项目以及f）末期登录峰会（一天）。在追求研究问题的答案时，将使用各种数据源，包括青年焦点小组和教育工作者访谈的成绩单，对每个焦点小组和访谈的简短研究人员的反思以及与弹性相关的知识的调查。 定量数据源将包括人口调查和对青少年自我效能工具的反应。该项目将直接与每个年轻人一起与一位父母或监护人一起与32名青年互动。该研究将探讨高中时代的农村和城市青年从事互动，并行编程，以使项目团队能够比较农村和城市参与者之间环境健康素养的变化和对比变化。可以预料的是，这项研究将提高人们对非正式学习环境中多元化的参与的了解，影响对环境健康素养的理解和发展的发展，并将为研究大学和非正式科学之间的伙伴关系的作用提供见解，以关注社区依据，这是NSF的法定任务和审查的范围。