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Cultural Studies of Science Education

, Volume 11, Issue 1, pp 195–212 | Cite as

The Synergies research–practice partnership project: a 2020 Vision case study

  • John H. Falk
  • Lynn D. Dierking
  • Nancy L. Staus
  • Jennifer N. Wyld
  • Deborah L. Bailey
  • William R. Penuel
Original Paper
First Online:

Abstract

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research–practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners’ everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural–political contexts of the needs and concerns of the larger global society.

Keywords

Learning ecosystem STEM interest pathways STEM participation Agent-based modeling STEM literacy 
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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • John H. Falk
    • 1
  • Lynn D. Dierking
    • 1
  • Nancy L. Staus
    • 1
  • Jennifer N. Wyld
    • 1
  • Deborah L. Bailey
    • 1
  • William R. Penuel
    • 2
  1. 1.College of EducationOregon State UniversityCorvallisUSA
  2. 2.School of EducationUniversity of ColoradoBoulderUSA

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