The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms
The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms
复制标题
工程模块对中学科学课堂学生学习的影响
DOI：
10.1002/j.2168-9830.2006.tb00905.x
复制
发表时间：
2006
影响因子：
3.4
通讯作者：
N. Velasquez
中科院分区：
文献类型：
--
作者：
P. Cantrell;G. Pekcan;Ahmad M. Itani;N. Velasquez
教师将工程融入科学（TIES）计划是里诺内华达州大学教育学院和工程学院教师之间的合作项目。TIES项目将大学教师与中学科学教师配对，创建三个单元，其中包括使用各种互动学习活动进行工程设计，以吸引广泛的学生。这些单元包括基于Web的模拟活动，课程计划，设计项目和三种类型的评估，这些评估在学校之间标准化。评估结果按性别、种族、特殊教育和社会经济水平分列。将这些学生群体的平均分数与2004年内华达州八年级科学标准参考测试中相同群体的平均分数进行比较。这些结果表明，让学生参与工程课程活动可能会减少一些学生群体在科学方面的成就差距。
The Teachers Integrating Engineering into Science (TIES) Program is a collaborative project among faculty from the College of Education and the College of Engineering at the University of Nevada, Reno. The TIES project paired university faculty with middle school science teachers to create three units that included engineering design using a variety of interactive learning activities in order to engage a wide range of students. The units included a Web‐based simulation activity, lesson plans, a design project, and three types of assessments that were standardized across schools. Results of assessments were disaggregated by gender, ethnicity, special education, and socio‐economic level. Mean scores for these student population groups were compared to mean scores for the same groups on the 2004 Nevada eighth grade science criterion referenced test. These results indicate that engaging students in engineering curriculum activities may diminish achievement gaps in science for some student populations.