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

右

• 批准号: 0822286
• 负责人: Julia Ross
• 金额: $ 224.1万
• 依托单位: University of Maryland Baltimore County
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2015-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822286&HistoricalAwards=false
• 关键词: R& INSPIRES; Curriculum; Engineering; Technology

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.

建立在他们的开发和测试四个动手，基于调查的模块在高中阶段的工程/技术教育的研究经验，一个既定的，多学科的团队扩展了他们的工作与实施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，涉及技术扫盲标准。 该模块使用真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。 该项目促进了对工程/技术教育中有效教学和课程设计的了解，以实现公共扫盲，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。 一个模型的设计，开发和测试，提供有效的教师专业发展在职和在职教师，使工程课程的成功实施。 进行假设驱动的研究，以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，兴趣和态度的单独和综合影响，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，作为性别和种族的函数。