ABSTRACT

Our museum-based participatory research (PR) project was a collaboration between researchers and educators in an out-of-school time STEM education program for young people that positions STEM as a tool for community social justice. This project drew on literatures on reflective practice in museums and on research-practice partnerships. Yet following existing approaches did not work for us. Aligning research and pedagogical practices, we co-created practical, reflective, and practice-based data-generation methods, calling them “embedded research practices:” context-specific, emergent methods rooted in practice that served practice and research needs and centered shared axiological commitments. Four examples are outlined. Embedded research practices echo assessment in informal learning, emphasize the interaction of research and practice, call attention to the emergent and co-created nature of PR, and serve needs for professional learning for museum educators.

摘要

我们以博物馆为基础的参与式研究 (PR) 项目是研究人员和教育工作者在针对年轻人的校外 STEM 教育计划中的一项合作，该计划将 STEM 定位为实现社区社会正义的工具。该项目借鉴了博物馆反思实践和研究实践伙伴关系的文献。然而，遵循现有的方法对我们不起作用。结合研究和教学实践，我们共同创造了实用的、反思性的和基于实践的数据生成方法，称之为“嵌入式研究实践”：具体情境、植根于实践的新兴方法，服务于实践和研究需求，并以共享价值论为中心承诺。概述了四个示例。嵌入式研究实践与非正式学习中的评估相呼应，强调研究与实践的互动，