Effect of COVID on a High School Engineering Curriculum (Work in Progress)
Effect of COVID on a High School Engineering Curriculum (Work in Progress)
复制标题
新冠疫情对高中工程课程的影响（正在进行中）
DOI：
10.18260/1-2--37007
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Tina M. Griesinger
中科院分区：
文献类型：
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作者：
Kenneth Reid;Tina M. Griesinger
2019冠状病毒病大流行在没有任何预警的情况下中断了各方面的教育。虽然大学在很大程度上通过将授课从面对面转移到网上来适应，但K-12社区的反应并不那么直截了当。现有的公平、准入和包容问题要求学区、学校和教师采用各种未经测试的解决方案，包括在线教学、取消课程和将材料/用品运送到学生家中。e4usa是一个旨在向K-12学生介绍工程学的项目的试点年，在新冠疫情中断试点教师队伍时，e4usa基本上按照预期运行。这种意想不到的转变提供了一个独特的机会来了解所做的变化和这些变化的驱动因素，特别是在实施新的和创新的工程课程时。我们知道高中适应得很快。这项正在进行的工作讨论了对教师在这一不可预见的独特过渡期间的经历的初步调查结果。对教师访谈进行分析，以从工程课程新教师的角度审视COVID-19中断的影响。具体而言，我们将开始研究以下研究问题：e4usa试点年的教师如何在COVID-19中断期间适应和提供课程？我们从不同的层次探讨了教师对e4usa课程的传授，以捕捉促使决策的驱动因素，确定教学调整，并确定所选变化背后的驱动因素。©美国工程教育学会，2021
The COVID-19 pandemic disrupted education on all fronts with no warning. While universities largely adapted by moving lectures from in-person to online, the response from the K-12 community was not as straightforward. Existing issues of equity, access, and inclusion required school districts, schools, and teachers to adopt a variety of untested solutions, including online instruction, canceled classes, and shipping materials/supplies to students at home. The pilot year of a project meant to introduce engineering to K-12 students, e4usa was largely running as anticipated when the COVID disruption derailed the pilot cohort of teachers. This unexpected transition provides a unique opportunity to understand changes that were made and the drivers for those changes, especially when implementing a new and innovative engineering curriculum. We know that high schools adapted quickly. This work-in-progress discusses initial findings from teacher interviews on their experience during this unforeseen and unique transition. Teacher interviews were analyzed to examine the impact of the COVID-19 disruption from the perspective of a teacher new to an engineering curriculum. Specifically, we will begin to examine the following research question: How did the pilot year e4usa teachers adapt and deliver the curriculum during the COVID-19 disruption? We explored teacher delivery of the e4usa curriculum through a variety of levels to capture the drivers that prompted decisions, identify pedagogical adjustments, and identify drivers behind the chosen changes. © American Society for Engineering Education, 2021