A Climate of Hope: Investigating learning at an innovative exhibit towards new knowledge, theory, and practice of climate change learning with diverse audiences

希望的气候：在创新展览中调查学习情况，向不同观众学习气候变化的新知识、理论和实践

• 批准号: 2314238
• 负责人: Lynne Zummo
• 金额: $ 102.62万
• 依托单位: University of Utah
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-15 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314238&HistoricalAwards=false
• 关键词: Climate; Hope; Investigating; learning; innovative

This project builds on two prior NSF awards that supported development of a climate change exhibit at the Natural History Museum of Utah through deep engagement with research and rigorous prototyping. Grounded in key ideas from science communication, this exhibit is designed to support new, productive types of engagement around the topic of climate change among the diverse communities of Salt Lake City, Utah. This project will study how visitors learn from the exhibit, with the goal of developing guidelines that other informal STEM education institutions can follow to develop similar exhibits that can engage diverse audiences in conversations about climate change. Specifically, this project plans to study five different framings developed via pilot work (rational hope, better future, local context, community action, and playfulness). The research will explore how these frames influence the knowledge, emotion, and identity resources used in conversation by diverse and historically marginalized learners. Such learners are often at the frontline of climate change but are not typically targeted by climate change education. As a result, they can find existing climate change communication hard to engage with, even though climate issues intersect with their lives in meaningful ways. In studying learning at and beyond the exhibit, this project seeks to develop theory around how science issues can be framed for diverse informal education communities, explore how such framing strategies can be taken up for community climate action, and use the results to further refine the exhibit. The project will recruit community boards to consult on the research and design work. Data will be gathered from purposively sampled populations, and will include audio/video recordings of visitor engagement with the exhibit, pre-surveys, and delayed post-surveys and interviews. Inductive coding, deductive coding, qualitative analysis, quantitative analysis, and case analysis will be used to address the research questions: 1) Which knowledge, emotion, and identity resources do visitors use in conversations about climate chance? 2) How does their use influence visitors' learning trajectories? And, 3) How do resource use and learning trajectories vary across learners with different identities? The intellectual merit lies in contributions made to both the learning sciences and science communication fields by extending the theoretical understanding of what forms of climate science communication work, for whom, and why. The broader impacts arise from how these discoveries can foster learners' critical appraisal of the connections between STEM and society, and support learners in making informed judgments about how STEM intersects with their daily lives. Dissemination efforts will focus on a national network of museum practitioners seeking to advance climate-related learning experiences, as well as continued community-based work in the Salt Lake Valley and at the University of Utah. This Integrating Research and Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

该项目建立在之前的两项 NSF 奖项的基础上，该奖项通过深入研究和严格的原型设计，支持犹他州自然历史博物馆气候变化展览的开发。该展览以科学传播的关键思想为基础，旨在支持犹他州盐湖城不同社区围绕气候变化主题进行新型、富有成效的参与。该项目将研究参观者如何从展览中学习，目标是制定其他非正式 STEM 教育机构可以遵循的指南，以开发类似的展览，吸引不同的观众参与有关气候变化的对话。具体来说，该项目计划研究通过试点工作开发的五种不同框架（理性希望、更好的未来、当地背景、社区行动和娱乐性）。该研究将探讨这些框架如何影响多元化和历史上边缘化学习者在对话中使用的知识、情感和身份资源。这些学习者通常处于气候变化的第一线，但通常不是气候变化教育的目标。因此，他们会发现现有的气候变化沟通很难参与，尽管气候问题与他们的生活以有意义的方式交织在一起。在研究展览内外的学习时，该项目旨在围绕如何为不同的非正式教育社区构建科学问题制定理论，探索如何将此类框架策略应用于社区气候行动，并利用结果进一步完善展览。该项目将招募社区委员会就研究和设计工作提供咨询。数据将从有目的地抽样的人群中收集，并将包括参观者参与展览、预调查以及延迟的后调查和访谈的音频/视频记录。归纳编码、演绎编码、定性分析、定量分析和案例分析将用于解决研究问题：1）访客在有关气候机会的对话中使用哪些知识、情感和身份资源？ 2) 它们的使用如何影响访问者的学习轨迹？并且，3）不同身份的学习者的资源使用和学习轨迹有何不同？其智力价值在于通过扩展对气候科学传播的形式、为谁以及为什么起作用的理论理解，对学习科学和科学传播领域做出了贡献。这些发现如何促进学习者对 STEM 与社会之间的联系进行批判性评估，并支持学习者对 STEM 如何与他们的日常生活相交叉做出明智的判断，从而产生更广泛的影响。传播工作将集中于全国博物馆从业者网络，寻求推进与气候相关的学习经验，以及盐湖谷和犹他大学持续的社区工作。这一研究与实践相结合的项目由推进非正式 STEM 学习 (AISL) 计划资助，该计划支持以下项目： (a) 促进考虑非正式 STEM 学习在 STEM 公平和归属感中的作用的研究和实践； (b) 促进 STEM 方面的个人和教育成功； (c) 促进公众参与科学发现； (d) 培养对 STEM 职业的兴趣； (e) 为有效的非正式 STEM 学习创造和加强理论和实证基础； (f) 提高社区活力； (g) 加强科学传播以及公众对 STEM 和 STEM 流程的参与和理解。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。