Studying Technology-based Strategies for Enhancing Student Interest in STEM Careers through Algebra Curricula in Grades 5-9

研究基于技术的策略，通过 5-9 年级的代数课程提高学生对 STEM 职业的兴趣

• 批准号: 0929575
• 负责人: Christopher Dede
• 金额: $ 146.37万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-01-01 至 2013-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0929575&HistoricalAwards=false
• 关键词: Studying; Technology; based; Strategies; Enhancing

DRL - 0929575 Studying Technology-based Strategies for Enhancing Student Interest in STEM Careers through Algebra Curricula in Grades 5-9Dede, Christopher J. Harvard UniversityThe investigators seek are examining the relationship between specific technology-based motivational activities and grade 5 to 9 student interest in STEM careers through a variety of classroom-based experiences. Students will be exposed to the work of STEM professionals, take a scripted two-day mathematics lesson, solve problems in algebra, and respond to questionnaires immediately after and six months after the experience. The study will vary the technological context of the induction experiences and hold constant the instructional component. They will test a series of specific hypotheses relating motivation, self-efficacy, STEM career interest, and mathematics learning to activity assignment. Student induction activities will involve watching career-related videos that provide the context of the to-be-solved problems; assuming the identity of a STEM professional in a multi-user virtual environment (MUVE); or receiving a narrative description of the problem-solving context from the teacher using PowerPoint-like presentation media. Students will be provided opportunities to explore, represent, and analyze real-life situations which involve varying quantities based on a model of how professionals use algebra. They expect students to find such activities more motivating and have longer lasting effects than found in typical instruction.

DRL - 0929575 通过5- 9年级的代数课程学习基于技术的策略，以提高学生对STEM职业的兴趣。 哈佛大学的研究人员正在通过各种基于课堂的经验，研究特定的基于技术的激励活动与5至9年级学生对STEM职业的兴趣之间的关系。 学生将接触到STEM专业人员的工作，参加为期两天的数学课，解决代数问题，并在体验后立即和六个月后回答问卷。 这项研究将改变技术背景的感应经验，并保持不变的教学组成部分。 他们将测试一系列与动机，自我效能，STEM职业兴趣和数学学习活动分配相关的具体假设。 学生的入门活动将涉及观看与职业相关的视频，这些视频提供了待解决问题的背景;在多用户虚拟环境（MUVE）中假设STEM专业人员的身份;或使用PowerPoint之类的演示媒体从教师那里接收问题解决背景的叙述性描述。学生将有机会探索，代表和分析现实生活中的情况，其中涉及基于专业人士如何使用代数模型的不同数量。 他们希望学生发现这样的活动比典型的教学更有动力，效果更持久。