Stories of Fire: Integrative Informal STEM Learning through Participatory Narratives

火的故事：通过参与式叙事进行综合非正式 STEM 学习

基本信息

批准号：
2006101
负责人：
Leda Kobziar
金额：
$ 29.99万
依托单位：
Regents of the University of Idaho
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2022-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2006101&HistoricalAwards=false
关键词：
Stories Fire Integrative Informal STEM

项目摘要

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program 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. The goal of this pilot and feasibility study is to increase participation in informal STEM learning in rural Idaho through Stories of Fire, a program based on personal narratives of wildland fire. Idaho is a rural state, with an average population of just 19 people per square mile, the fourth lowest population density in the United States. The state is experiencing increasingly severe wildfire, and effective responses to such environmental change require a better understanding of the underlying science. Contextualizing science learning, making connections between everyday lives and a sense of place can engage learners and bring about a better understanding of wildfire. This project will bring together a science communicator, a narratologist, a fire ecologist, and a specialist on emotions and public lands. They will work collaboratively with informal educators based in rural areas of Idaho underrepresented in STEM fields. Rural areas are rich in knowledge based on years of cumulative observations, cultural beliefs, and practices shared through community networks. This project builds on these rural assets while addressing the challenges rural populations face. The project addresses broadening participation in STEM through narrative practices that encourage more diverse ways of knowing, being, and representing science.This research study will explore: 1) what mechanisms of narrative (storytelling) most effectively integrate individuals’ personal experiences and accurate STEM content in fire science communication, and 2) what audience-centered approaches best facilitate narrative approaches to informal STEM learning. This project engages four levels of participants over four phases of research and programming: 1) The research team will interview and analyze the narratives of 40 Frontliners (e.g., wildland firefighters and evacuees) from the inland Northwest region with first-hand experience with wildfire. 2) They will conduct a narrative workshop to train 20 informal STEM Educators from across the state on audience-centered approaches that facilitate participant storytelling about fire. 3) Educators will pilot their own narrative-based informal science learning programs with program participants in their rural home communities across the state, 4) A professional podcaster will create two podcasts modeled on our research findings for public audiences reached through media.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.

作为增强非正式环境中学习的整体战略的一部分，前进的非正式STEM学习（AISL）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。这项飞行员和可行性研究的目的是通过《火灾故事》（Fire of Fire）来增加对爱达荷州的非正式STEM学习的参与，这是一个基于野生火灾的个人叙事的计划。爱达荷州是一个粗糙的状态，平均人口仅为每平方英里，是美国第四低的人口密度。国家正在经历越来越严重的野火，对这种环境变化的有效反应需要更好地了解基本科学。将科学学习的情境化，使日常生活之间的联系与地位感之间建立联系，可以吸引学习者并更好地了解野火。该项目将汇集一名科学传播者，叙事学家，消防生态学家以及情感和公共土地的专家。他们将与基于爱达荷州农村地区的非正式教育工作者合作，在STEM领域的代表性不足。根据多年的累积观察，文化信念和通过社区网络共享的累积观察，文化信念和实践，农村地区拥有丰富的知识。该项目建立在这些农村资产的基础上，同时应对农村人口所面临的挑战。该项目通过叙事实践来解决对STEM的扩大参与，这些叙事实践鼓励更多潜水的知识，存在和代表科学。本研究将探索：1）叙事（讲故事）最有效地有效地综合个人的个人经验和在火灾科学交流中准确整合的STEM内容的方法，以及哪种习惯的方法是哪种习惯的方法来促进叙事的叙事方法来有助于叙事方法来提供信息。该项目与研究和编程的四个阶段相关的四个级别：1）研究团队将从内陆西北地区采访和分析40名前线局部（例如Wildland消防员和撤离者）的叙述，并在Wildfire上进行了第一手经验。 2）他们将举办一个叙事研讨会，以培训全州以受众为中心的方法来培训20名非正式的STEM教育者，以促进参与者关于火的讲故事。 3）教育工作者将与全州的农村家庭社区的计划参与者一起试行自己的基于叙事的非正式科学学习计划，4）专业的播客将创建两个以我们通过媒体触及的公共受众的研究结果为模型的两个播客。该奖项反映了NSF的法定任务，并通过评估基金会的智力效果来诚实地对其进行评估。