Integrating science and engineering practices: outcomes from a collaborative professional development
Integrating science and engineering practices: outcomes from a collaborative professional development
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科学与工程实践的结合：协作专业发展的成果
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发表时间：
2020
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通讯作者：
Brenda R. Brand
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作者：
Brenda R. Brand
背景下一代科学标准强调工程设计和科学探究，强调科学研究和工程设计在解决问题和设计新思想和技术方面的关系。目标是让学生认识到科学和工程在创新和解决当今许多挑战中的重要性。下一代科学标准认为，工程设计的工作知识和实用性可以帮助学生做好迎接未来挑战的准备。为了支持学生发展这些能力，教师有责任促进科学与工程实践相结合的科学教学。这是一个挑战，因为他们中的大多数人对工程应用几乎不了解。结果 由科学教育和机械工程教师和各学科的博士生以及科学、数学、职业和技术课程主管组成的跨学科团队与中学科学、数学、职业和技术教育教师合作，开发了一个将工程实践融入课程的框架。该项目的探索性以及对学生的教学成果支持教师发展对科学和工程实践的理解和价值。因此，他们有动力批评和修改自己的做法，旨在制定和实施他们认为对学生有益的教学。结论 随着对 K-12 学生为 STEM 劳动力做好准备的重视程度激增，致力于让教师和学生接触 STEM 应用的举措也有所增加。这项研究的结果可能有助于为这些举措提供信息，因为它们揭示了教师在处理将科学和工程实践融入课程的教学策略时的学习经验。研究结果强调了促使这些教师改革教学实践的因素，以及他们在努力将这些策略融入课程活动时的深思熟虑。
Background The Next Generation Science Standards accentuate engineering design along with scientific inquiry, emphasizing the relationship between scientific investigations and engineering design in solving problems and devising new ideas and technologies. The goal is for students to realize the importance of science and engineering in innovation and in solving many of today’s challenges. The Next Generation Science Standards contends that a working knowledge and practicality of engineering design prepares students for embracing the challenges of the future. To support students in developing these capabilities, teachers are tasked with the responsibility of facilitating science instruction that integrates science and engineering practices. This is a challenge since a majority of them have little to no understanding of engineering applications. Results An interdisciplinary team, consisting of science education and mechanical engineering faculty and doctoral students from each discipline, and science, mathematics, and career and technical curriculum supervisors, collaborated with middle school science, mathematics, and career and technical education teachers to develop a framework for integrating engineering practices into their curricula. The exploratory nature of the project, and instructional outcomes with their students, supported teachers in developing an understanding and value for science and engineering practices. As a result, they were motivated to critique and revise their practices, aiming to develop and implement instruction that they perceived as beneficial to their students. Conclusion With the surge in emphasis on preparing K-12 students for the STEM workforce, initiatives devoted to exposing teachers and students to STEM applications have also increased. The findings from this study could be useful for informing these initiatives, since they reveal the learning experiences of the teachers while processing instructional strategies for integrating science and engineering practices into their curriculum. The findings highlight factors that motivated these teachers to reform their instructional practices, as well as their deliberations while endeavoring to assimilate the strategies into their curricular activities.