Engineering Connections in Grades 11-13 Science and Math Courses

提案编号：0230642PRINCIPAL调查员：Gilbert，Thomas研究名称：东北大学TITLE：11-13年级科学和数学课程中的工程联系本提案描述了一项为期一年的计划过程，旨在开发一种反映当前认知学习理论的教学模式，并将为高中和大学新生的大三和大四学生所选的科学和数学课程创建一个通用的教学框架。该项目的总体目标是招募和留住大量多样化的年轻人参加学习计划，以实现以下职业：1)工程专业，他们是解决问题的大师和工程挑战的新解决方案的开发者；2)高中数学和科学教师，他们理解并关键地使用技术，能够将基本概念外推到工程应用中。规划团队由东北大学(NU)工程、生物、化学、数学和物理的教职员工以及波士顿公立学校(BPS)的数学和科学教师组成。他们将形成一个由反思性教学从业者组成的社区，跨越学科和高中与大学的鸿沟。这些社区将开会评估和改进自己的教学实践，并将合作设计：1)为期3周的城市工程夏令营，面向波士顿约翰·D·奥布莱恩特数学与科学学院的大三学生；2)G11和12年级数学和科学课程的工程活动模块；3)工程专业一年级学生在解决一系列工程问题的基础上开设的数学和科学课程；4)师范大学教育学院本科生开设的数学和科学课程，强调这些课程与工程和技术问题之间的联系；5)全面的概念性测试，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.