Teacher Inservice Program in Technological Literacy and Engineering Concepts

技术素养和工程概念教师在职计划

• 批准号: 9154839
• 负责人: Thomas Liao
• 金额: $ 46.48万
• 依托单位: SUNY at Stony Brook
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-04-01 至 1995-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9154839&HistoricalAwards=false
• 关键词: Teacher; Inservice; Program; Technological; Literacy

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.

纽约州立大学石溪分校将开展一项为期三年的项目，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境学习经验。科学和工程课程。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。经过测试和出版的一年期课程“工程原理”教学大纲将使用六本有关工程案例研究的专著作为主要课程材料，并辅以三套基于视频的激励和职业探索教学包。教师实施和资源指南将与该项目同时制定。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组成的项目工作人员编辑和制作的指南将由来自16个州的教师参与者和领导团队组成，他们将参与编写、批评、测试和完善指南；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，第二年来自纽约的25名教师和来自其他五个州的25名教师将在为期三周的夏季研讨会中体验课堂演讲，并参与动手实验体验，拓宽他们在技术/工程、应用物理、生物学和化学方面的背景，以及代数、三角、几何和离散数学等数学主题。大学和学校的工作人员将促进这些学习活动。教学特点包括教师(a)学习如何在“工程原理”课程中使用合作学习策略，(b)发展一种建构主义方法来帮助学生学习数学、科学和技术。5个两人领导团队（一名任课教师，一名学院/大学/地区教育顾问）将在前两年每年暑期研讨会的第三周与任课教师一起参加。在第三个夏季，这10个团队将与来自10个新州的10个新团队一起参加为期一周的研讨会，以完成指南和评估输入。参与教师的区域小组和领导小组将在领导小组顾问所在的学院/大学举行会议，在学年期间开展后续活动。评估将监测项目的所有方面，包括项目课程材料和课堂教学技术的有效使用。纽约州立大学石溪分校的费用分摊占国家科学基金预算贡献的5.4%。