Promoting Science, Technology, and Engineering Self-Efficacy and Knowledge for All With an Autism Inclusion Maker Program
Promoting Science, Technology, and Engineering Self-Efficacy and Knowledge for All With an Autism Inclusion Maker Program
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DOI：
10.3389/feduc.2020.00075
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发表时间：
2020-06-19
影响因子：
2.3
通讯作者：
Riccio, Ariana
中科院分区：
文献类型：
--
作者：
Martin, Wendy B.;Yu, Jennifer;Riccio, Ariana
本文介绍了一个包容性制造商计划的合作开发，称为所有学生（想法）的发明，设计和工程以及该计划对自闭症学生及其神经型同伴的影响的研究结果。这个想法项目汇集了创造者教育，自闭症，工程，共同设计和研究专家。在超过2年的时间里，这个小组对基于博物馆的制造商计划进行了改编和飞行员测试，以便它可以作为纽约市自闭症包括自闭症中学（10-14岁的学生）的非正式俱乐部运行。在美国。在第三年，每所学校的教师自己实施了重新设计的计划。研究人员对计划对参与者的影响进行了混合方法研究。该研究使用了观察和访谈；社会互动分析，科学，技术和工程自我效能感和职业兴趣的调查；以及对工程设计过程（EDP）的理解前/后评估。自闭症和神经型学生处于治疗状态（如果加入制造商计划）或惯常的比较条件（如果他们不加入俱乐部）。 Our analyses of the survey and EDP assessment compared the maker group with the comparison group and showed that participating in the maker program led to improved outcomes in the following constructs: technology and engineering self-efficacy (effect size = 0.80), technology and engineering interest (effect size = 1.73), vicarious experience (effect size = 0.57), science appreciation (effect size = 0.21), and understanding of the engineering design process (effect size = 0.44）。制造商计划对神经型学生的学生受益于技术和工程兴趣和科学欣赏的自闭症学生，这可能是因为自闭症学生始于高水平的STEM兴趣。定性分析表明，所有从事EDP并追求广泛兴趣的学生，在正常学校环境中挣扎的自闭症学生都成功地创建了项目，并与同伴就这些项目进行了交流，并且教师报告说，自闭症学生能够从典型的课堂教学的约束中释放出他们的自闭症学生有能力成就。
This paper describes the collaborative development of an inclusive maker program called Inventing, Designing, and Engineering for All Students (IDEAS) and the results of a study on the impact of that program on autistic students and their neurotypical peers. The IDEAS project brought together experts in maker education, autism inclusion, engineering, co-design, and research. Over 2 years, this group adapted and pilot tested a museum-based maker program so that it could be run as an informal club in autism-inclusion middle schools (students ages 10-14) in New York City. in the United States. In the third year, teachers in each school implemented the redesigned program on their own. Researchers conducted a mixed-methods study of the impact of the program on participants. The study used observations and interviews; social interaction analysis, a pre/post survey of science, technology, and engineering self-efficacy and career interest; and a pre/post assessment of understanding of the engineering design process (EDP). Autistic and neurotypical students were in either the treatment condition (if they joined the maker program) or a business-as-usual comparison condition (if they did not join the club). Our analyses of the survey and EDP assessment compared the maker group with the comparison group and showed that participating in the maker program led to improved outcomes in the following constructs: technology and engineering self-efficacy (effect size = 0.80), technology and engineering interest (effect size = 1.73), vicarious experience (effect size = 0.57), science appreciation (effect size = 0.21), and understanding of the engineering design process (effect size = 0.44). The maker program benefited neurotypical students more than autistic students on technology and engineering interest and science appreciation, possibly because autistic students started with a high level of STEM interest. Qualitative analysis demonstrated that all students engaged in the EDP and pursued a wide range of interests, that autistic students who struggled in normal school settings were successful in creating their projects and communicating with peers about those projects, and that teachers reported being better able to see what their autistic students were capable of accomplishing when they were freed from the constraints of typical classroom instruction.