Engineering Connections in Grades 11-13 Science and Math Courses

提案编号：0230642委托人：吉尔伯特，哥伦比亚大学机构名称：东北大学职称：11 - 13年级科学和数学课程中的工程联系摘要本提案描述了一年-一个长期的规划过程，以开发一个教学模式，反映当前的认知学习理论，并将创建一个共同的教学框架，为科学和数学课程采取的大三学生高中毕业生和大学新生。该项目的总体目标是招募和留住大量多样化的年轻人，使他们能够从事以下职业：1）工程专业，他们是解决问题的大师和工程挑战新解决方案的开发者; 2）高中数学和科学教师，他们理解技术，是技术的关键消费者，并且能够将基本概念推广到工程应用中。 规划团队由东北大学（NU）的工程、生物、化学、数学和物理教师以及波士顿公立学校（BPS）的数学和科学教师组成。 他们将形成一个跨越学科和高中-大学鸿沟的反思性教学实践者社区。 这些社区将举行会议，以评估和加强自己的教学实践，并将合作设计：1）为期三周的城市工程夏令营的大三学生从约翰D。2）G11和12数学和科学课程的工程活动模块; 3）基于解决一系列工程问题的第一年工程专业的数学和科学课程;四、NU教育学院本科生的数学和科学课程，强调这些课程与工程问题之间的联系技术; 5）综合性的概念测试，以评估学生对数学和科学原理的理解以及他们应用这些原理的能力。

PROPOSAL NO.: 0230642PRINCIPAL INVESTIGATOR: Gilbert, ThomasINSTITUTION NAME: Northeastern UniversityTITLE: Engineering Connections in Grades 11-13 Science and Math CoursesABSTRACTThis proposal describes a year-long planning process to develop a model of teaching that reflects current cognitive learning theory and that will create a common pedagogical framework for science and math courses taken by juniors and seniors in high school and college freshmen. The overarching goal of this project is to recruit and retain a large and diverse population of young people to programs of study leading to careers as: 1) engineering professions in which they are master problem solvers and developers of new solutions to engineering challenges; and 2) high school math and science teachers who understand and are critical consumers of technology, and who can extrapolate fundamental concepts to engineering applications. The planning team consists of Northeastern University (NU) faculty from engineering, biology, chemistry, mathematics and physics and Boston Public School (BPS) math and science teachers. They will form a community of reflective teaching practitioners spanning across disciplines and the high school-university divide. These communities will meet to assess and enhance their own teaching practices and will collaboratively design: 1) a 3-week Urban Engineering Summer Camp for juniors from the John D. O'Bryant School of Mathematics and Science in Boston; 2) engineering activity modules for G11 and 12 math and science courses; 3) math and science courses taken by first-year engineering majors that are based on solving a series of engineering problems; 4) math and science courses taken by undergraduates in NU's School of Education that emphasize the connections between these courses and issues from engineering and technology; and 5) comprehensive, conceptual tests to assess student understanding of the principles of math and science and their abilities to apply these principles.