R&D: The INSPIRES Curriculum for Engineering and Technology Education

建立在他们开发和测试四个实践，探究式模块的经验基础上，在高中水平的工程/技术教育研究中，一个成熟的，多学科的团队扩展了他们的工作，实现了这些模块的专业发展模式。增加了一个关于医疗技术的模块，以解决技术素养标准问题。该模块使用现实世界的例子和实践工程师和技术人员向学生介绍工程设计，分析和决策过程。该项目促进了工程/技术教育中有效教学和课程设计方面的知识，以实现公众素养，并为包括教师在内的下一代工程和技术专业人员做好更好的准备。设计、开发和测试了一个模型，为在职和职前教师提供有效的教师专业发展，使工程课程能够成功实施。进行假设驱动的研究是为了评估课程材料和教师专业发展框架对课堂教学实践和学生学习、兴趣和态度的个别和综合影响，并评估哪些课程组成部分在促进学生学习和兴趣方面最有效，作为性别和种族的功能。

Building on their experience of developing and testing four hands-on, inquiry-based modules for the study of engineering/technology education at the high school level, an established, multidisciplinary team extends their work with a professional development model that implements those modules. A module on medical technology is added that addresses the Standards for Technological Literacy. The module uses real-world examples and practicing engineers and technicians to introduce students to engineering design, analysis and decision-making processes. This project advances knowledge about effective instruction and curriculum design in engineering/technology education in order to achieve public literacy and better preparation for the next generation of engineering and technology professionals, including teachers. A model is designed, developed and tested that delivers effective teacher professional development to both inservice and preservice teachers to enable the successful implementation of engineering curricula. Hypothesis-driven research is performed to evaluate the individual and combined impacts of the curricular materials and the teacher professional development framework on classroom instructional practices and student learning, interests and attitudes and to evaluate which curriculum components are most effective in promoting student learning and interest as a function of gender and ethnicity.