Game Changers exhibition: A sports exhibition and research study to encourage inventive identity development and broaden participation in STEM innovation

游戏改变者展览：体育展览和研究，鼓励创造性身份发展并扩大 STEM 创新的参与

• 批准号: 2005404
• 负责人: Monica Smith
• 金额: $ 180.46万
• 依托单位: Smithsonian Institution
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2005404&HistoricalAwards=false
• 关键词: Game; Changers; exhibition; sports; research

National priorities recommend the U.S. fortify a culture of innovation by encouraging broader participation in invention and STEM. The Game Changers is an Innovations in Development exhibition project with embedded research that advances knowledge about how museum exhibits can activate STEM-related inventive identities among the public. The project is a collaboration between the Smithsonian's Lemelson Center for the Study of Invention and Innovation at the National Museum of American History (NMAH-LC), educational researchers, an exhibition design firm, and community based organizations. While the Game Changers exhibition theme of inventiveness in sports provides an initial spark for broad audience interest and engagement, its ultimate intent is to foster and enhance inventive identity among diverse audiences, particularly girls and young women ages 10-17, African American youth ages 10-17, and people of all ages with disabilities. Visitors will be met by a brief introductory display to launch their journey from passive learner to active inventor. A diverse array of athletes and inventors provide relevant motivational exemplars and “ask” visitors “How will YOU Change the Game?” Examples of invention challenges include, applying the principles of physics and materials science to aid in designing a safer helmet and exploring computational fluid dynamics to design a faster swimsuit. Throughout the exhibition experience, visitors will draw on an array of STEM skills and knowledge essential to sports, including physiology, kinesiology, and biomechanical engineering, physics, biomimicry, robotics, computer science, data analysis, and virtual and augmented reality. Throughout the project, the team will work with priority audiences, starting with front-end research and evaluation; progressing iteratively through stages of formative research, design, and evaluation; and conducting summative evaluation to ensure that the STEM-based content and design strategies are impacting inventive identity and meeting audiences’ interests and needs. In coordination with the exhibition development and evaluation teams, educational researchers will iteratively explore and develop a model for innovative identity development in informal learning environments.Educational psychologists from Old Dominion University and Temple University will collaborate closely with the NMAH-LC team, exhibition design-fabrication firm Roto, and evaluators from Randi Korn & Associates to adapt a theoretical model of identity from a formal education setting to an informal learning context. In the model, identity is conceptualized as a complex dynamic system, with interdependent internal and external elements (ontological/epistemological beliefs; self-perceptions; purpose and goals; perceived action possibilities) and reciprocal influences in a process of continuous emergence. Using design based research and a previously developed coding manual, the team will iteratively apply, test, and further advance the inventive identity development model, a set of inventive identity indicators for future research and development, and a list of exhibition design techniques for activating inventive, STEM-based identity development in informal learning environments. The research team will prioritize diverse audiences for iterative cycles and focus groups—including participants from the Girl Scouts of the Nation's Capital, Smithsonian Accessibility Program, Smithsonian's Anacostia Community Museum, and YMCA of Washington, DC. The exhibition’s research, evaluation, and design outcomes will be disseminated widely across the AISL field and through project collaborators. This 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.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.

国家优先事项推荐美国与恩布德（Embeddedh）进行开发的创新，以提高有关博物馆展览的知识，该项目如何激活该项目，这是该项目之间的合作。美国国家博物馆（NMAH-LC），一家展览设计公司和基于社区的组织的发明和创新研究。多元化的观众，特别是10-17岁的女孩和年轻的年轻人，年龄在10-17岁之间，以及各个年龄段的访客运动员和IND的发明者提供相关的励志典范“询问“访客”，您将如何更改游戏？在整个展览中，游客将吸引体育运动，包括生理学，运动机能学和生物力学工程，物理学，仿生，机器人，数据分析和虚拟现实。通过形成性研究，设计和评估的阶段，与观众的工作是迭代的，这是intectintity audienges的杂志和需求。来自Randi Korn＆Associates的展览设计领域的Roto和Roto ND评估人员将身份的理论模型从正规教育环境中转变为非正式的学习环境。可能性）和互惠在持续出现的过程中的影响。包括来自国家首都的女孩库的参与者，史密森学院的Accesibility Program，Smithsonian的Anacostia博物馆和华盛顿的基督教青年会，展览和设计成果将被散布在AISL领域，并试图推进新的RMAL STEM学习计划。对他的理解的方法和证据，包括多种途径，可以扩大非正式环境中STEM学习的访问和参与STEM学习经验，并通过参与者进行更深入的学习。该奖项反映了NSF'Sf'sf'ssf'sSsion和通过使用Toundation的知识分子优点和更广泛的影响审查标准的评估，被认为值得支持。

项目成果

Moneyball: The Computational Turn in Professional Sports Management

点球成金：职业体育管理的计算转向

• 发表时间: 2022
• 期刊: Papers of the Business History Conference
• 作者: Hintz, Eric S.

Designing for Diverse Museum Visitors' Identity Exploration around Inventiveness

为不同的博物馆参观者设计围绕创造力的身份探索

• 发表时间: 2022
• 期刊: Annual meeting program American Educational Research Association
• 作者: Kaplan, Avi;Garner, Joanna K.;Rush, Amani;Klotz, Sharon;Smith, Monica M.
• 通讯作者: Smith, Monica M.

Promoting Inventive Identity Exploration among Adolescent Girls

促进青春期女孩创造性的身份探索

• 发表时间: 2022
• 期刊: Eastern Psychological Association
• 作者: Rush, Amani;Kaplan, Avi;Garner, Joanna K.;Smith, Monica M.;and Brodie, Jeffrey
• 通讯作者: and Brodie, Jeffrey