Teacher Inservice Program in Technological Literacy and Engineering Concepts

纽约州立大学石溪分校将开展一个为期三年的项目，以提高40名科学教师、40名技术/工程教师、20名数学教师和20名教师领导(比例相同)的技术素养，并能够在高中数学中实施情景学习体验。理工科课程。对技术系统和相关工程概念的研究将提供一种方法，使科学和数学在高中教育中更有意义和吸引力。将使用经过测试和出版的为期一年的课程《工程原理》教学大纲，使用六本相关的工程案例研究专著作为主要课程材料，并辅之以三个基于视频的激励和职业探索教学套件。将与该项目同时编制一份教师实施和资源指南。来自16个州的教师参与者和领导团队将成为生成、批评、测试和完善指南的不可或缺的一部分，指南由纽约州立大学石溪分校的数学家、科学家、技术专家、数学和科学教育专家的项目工作人员编辑和制作；来自纽约学校的数学、科学和技术教师。第一年来自纽约的50名课堂教师，来自纽约的25名，以及第二年来自其他五个州的总共25名教师将在为期三周的暑期研讨会上体验课堂演示，并参加动手实验室体验，拓宽他们在技术/工程、应用物理、生物和化学方面的背景。以及代数、三角、几何和离散数学的数学主题。大学和学校的工作人员都将为这些学习活动提供便利。教学特点包括教师(A)在《工程原理》课程中学习如何使用合作学习策略，以及(B)发展建构主义方法来帮助学生学习数学、科学和技术。五个两人领导小组(一名课堂教师，一名学院/大学/地区教育顾问)将在头两年的第三周加入课堂教师的暑期讲习班，这十个团队与来自十个新州的十个新的此类团队一起，在第三个夏天进行为期一周的研讨会，以完成指导和评估输入。各地区参与教师小组和领导小组将于本学年在顾问学院/大学举行领导小组会议，开展后续活动。评估将监测方案的所有方面，包括在课堂上有效使用项目、课程材料和教学技术。纽约州立大学石溪分校的费用分摊占NSF预算贡献的5.4%。

State University of New York at Stony Brook will conduct a three-year project to enhance 40 science teachers, 40 technology/engineering teachers, 20 mathematics teachers and 20 teacher-leaders (in the same ratio) to become more technologically literate and able to implement contextual learning experiences in their high school mathematics, science and engineering courses. The study of technological systems and related engineering concepts will provide an approach to make science and mathematics more meaningful and attractive in high school education. A tested and published "Principles of Engineering" syllabus for a one-year course using six relevant monographs of engineering case studies will be used as the main curriculum materials, supplemented by three video-based motivational and career exploration instructional packages. A teacher implementation and resource guide will be developed concurrently with the project. Teacher participants and leadership teams from sixteen states will be an integral part in generating, critiquing, testing and refining the guide edited and produced by the project staff of mathematicians, scientists, technologists, mathematics and science education specialists from SUNY Stony Brook; mathematics, science, and technology teachers from schools in New York. Fifty classroom teachers from New York in the first year , 25 from New York and 25 total from five other states in the second year will in a three-week summer workshop experience classroom presentations and participate in hands-on laboratory experiences that broaden their backgrounds in technology/engineering, applied physics, biology, and chemistry, as well as mathematical topics of algebra, trigonometry, geometry, and discrete mathematics. Both the university and school staff members will facilitate these learning activities. Pedagogical features include the teachers (a) learning how to use cooperative learning strategies in the "Principles of Engineering" course and (b) developing a constructivist approach to helping students learn mathematics, science, and technology. Five two-person leadership teams (one classroom teacher, one college/university/regional educator consultant) will join the classroom teachers for the third week of the summer workshop in each of the first two years, those ten teams joining ten new such teams from ten new states for a one- week workshop in the third summer to finish the guide and evaluation input. The regional groups of participant teachers and leadership teams will meet at the college/university of the consultant on the leadership team to conduct follow-up activities during the school year. An evaluation will monitor all program aspects including the effective use of project curriculum materials and pedagogical techniques in the classroom. SUNY at Stony Brook cost sharing accounts for 5.4% of the NSF budget contribution.