Discovery Research K-12

在俄亥俄州一个高需求区，10名五年级和六年级的科学教师专家和他们的学生参与了一个基于设计的研究项目，他们与辛辛那提大学几个系的教师一起进行了为期三年的专业发展努力，研究如何将工程设计过程有效地用作科学教学中的教学策略，以提高学生的兴趣、学习和技能发展。探索性项目的第一阶段是利用教师学习团队确定有效的课程结构和教学策略，包括编写教材，将工程设计、科学内容和科学探究联系起来。第二阶段侧重于标准化考试和真实性评估的学生成绩，以及提高学生解决问题的技能。该项目被嵌入到俄亥俄州科学标准的修订中，其中科学内容与21世纪的技能和其他内容领域并列。通过辛辛那提STEM网络、俄亥俄州立STEM学习网络以及专业组织和出版物进行传播。辛辛那提大学评估服务中心对过程和结果进行评估。这项研究试图界定STEM教育，并开发必要的资源来支持STEM的教与学。STEM教育的可操作性要求教师在学校的常规数学和科学科目中融入工程学。这项研究试图了解STEM如何能够在小学课堂上运作，并侧重于调查一种真实世界的、将科学和最终的数学与工程相结合的方法如何确实提高了学生的参与度和学习这三门学科的动机。这些研究问题解决了在课堂上工程设计和科学探究的衔接是什么样子，以及表达它们的挑战。这项研究还调查了可以通过这种方式传授的思维技能和习惯以及对学生成绩的影响。评估决定了研究在多大程度上遵守了制定的过程和时间表，并监测了对教师和学生的影响。将工程设计与科学内容和科学探究相结合，强调真实的调查和现实世界的问题解决，提高学生对STEM内容的兴趣，提高学生在科学和数学方面的学习和成绩。这项研究将有助于理解如何在小学课堂上实施这种STEM教育。这项研究考虑到了课堂的复杂性，并提供了一个情境语境，可以用来告知其他学校情境。

Ten fifth and sixth grade science teacher specialists and their students in a high needs district in Ohio are engaged in a design-based research project within a three-year professional development effort with faculty in several departments at the University of Cincinnati to study how the engineering design process can be used effectively as a pedagogical strategy in science instruction to improve student interest, learning and skill development. Stage 1 of the exploratory project is articulation of engineering design, science content, and scientific inquiry using teacher learning teams to identify effective curriculum structures and instructional strategies, including the development of instructional materials. Stage 2 focuses on student outcomes on standardized tests and authentic assessments and improved student problem solving skills. The project is embedded in a revision of the Ohio Science Standards in which science content is juxtaposed with 21st century skills and other content areas. Dissemination is through the Cincinnati STEM Network, the Ohio State STEM Learning Network and through professional organizations and publications. The University of Cincinnati Evaluation Services Center evaluates the processes and outcomes. The research seeks to define STEM education and develop needed resources to support the teaching and learning of STEM. The operationalization of STEM education requires teachers to infuse engineering into the usual school subjects of mathematics and science. The research seeks to understand how STEM can be operationalized in the elementary classroom and focuses on investigating how a real-world, authentic approach articulating science and eventually mathematics with engineering does indeed increase student engagement and motivation for learning all three subjects. The research issues address what articulation of engineering design and science inquiry looks like in the classroom and the challenges to articulating them. The research also investigates the skills and habits of mind that can be taught this way and the impact on student achievement. The evaluation determines how well the research adheres to the processes and timeline developed and monitors impacts on teacher and students. Articulating engineering design with science content and scientific inquiry emphasizes the authentic investigation and real world problem solving that increases student interest in STEM content and improves student learning and achievement in science and mathematics. The research will contribute to understanding of how this STEM education can be operationalized in the elementary classroom. This study takes into account the complexity of the classroom and provides a situated context that could be used to inform other school contexts.