| NSF Org: |
DRL Division of Research on Learning in Formal and Informal Settings (DRL) |
| Recipient: |
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| Initial Amendment Date: | August 7, 2014 |
| Latest Amendment Date: | May 24, 2019 |
| Award Number: | 1433770 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Bradley Barker
DRL Division of Research on Learning in Formal and Informal Settings (DRL) EDU Directorate for STEM Education |
| Start Date: | September 1, 2014 |
| End Date: | August 31, 2020 (Estimated) |
| Total Intended Award Amount: | $1,083,211.00 |
| Total Awarded Amount to Date: | $1,110,711.00 |
| Funds Obligated to Date: |
FY 2015 = $11,500.00 FY 2019 = $16,000.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
400 HARVEY MITCHELL PKY S STE 300 COLLEGE STATION TX US 77845-4375 (979)862-6777 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
TX US 77845-4375 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | ITEST-Inov Tech Exp Stu & Teac |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Building on the highly energized national Maker's Movement involving government offices, schools, and businesses now sweeping the country, this project will explore ways to engage more children in the effort and become motivated and interested in STEM. The project will target 200 children at grades 3-5 to involve them in the "Maker's mindset" from an early age. The goal is for children to develop strong self-identities in STEM areas through their involvement in arts, crafts, and narrative storytelling.
For three years, Latino and African American children will participate in a STEM-inspired intervention based on principles of the Making Movement from a constructivist perspective in a project-based learning environment. Students will learn basic concepts in electricity, circuitry, Ohm's Law, 3D printing, electronic load balancing, LEDs, resistances, transistors, and diodes as well as age-appropriate knowledge and skills in geometry that is intended to foster self-identity with a Maker mindset. Research shows that engaging children early on in these types of activities builds strong affiliations with the larger STEM community, creates a sense of belonging in that community, and helps prepare children to easily assimilate within the rapidly changing technological world. To ensure that the Making activities are not an end unto themselves, teachers will participate in ongoing professional development activities to learn how to integrate Making activities into the existing science curriculum for the longer term. This iteratively designed study stems from prior NSF support and is structured around four threads aimed at: (a) conceptualizing the Maker's movement in terms of early childhood development; (b) instilling a Maker's mindset in children; (c) influencing children's identity about STEM; and (d) benefiting society through contributions to the future STEM workforce. Research questions structured around these threads will guide the project team's work with 100 children in five cohorts over three years who will participate in the Maker's intervention to observe the effects on children's self-identity with STEM. The project team will use a mixed-methods design to allow comparisons across three grades each year. A control group of 100 children at the same grades will be used for comparison purposes. The expected outcome is that over time, children will begin to see themselves as active partakers of and contributors to STEM fields and what STEM careers might offer.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Our goals were to: 1. Develop technologies and pedagogies by which children can develop Maker-mindsets and identities. 2. Develop approaches to universalize access to technology-based learning by incorporating hands-on Maker-based learning incorporated into the regular science curriculum of grade 3-5 classrooms. 3. To study how our integrated approach may impact the STEM self-efficacy and identity of students in grades 3-5. To accomplish these goals, we built a partnership with a school district and developed a design-based strategy for Maker activities for standard science curriculum learning goals. In the course of this work, we developed a set of materials and integrated lesson plans for the target grade levels, and embarked on year-long cycles where engineering students supported regular teachers in providing instruction and help for grade school students in the Maker activities. We intervened for a whole week in each 6-week cycle. We found that: 1. Integrated Maker activities enabled students to develop general STEM interests and self efficacies, but the rigidity of the regular classroom made it difficult for children to develop significant Maker self-concepts; 2. Student’s general science learning was enhanced through their general science interest and self-efficacy. 3. Students were able to develop technology literacies through the process.
Last Modified: 12/27/2020
Modified by: Francis Quek
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