Integrating Engineering & Literacy

综合工程

• 批准号: 1020243
• 负责人: Chris Rogers
• 金额: $ 326.05万
• 依托单位: Tufts University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2017-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1020243&HistoricalAwards=false
• 关键词: Integrating; Engineering; & Literacy

The Integrating Engineering and Literacy (IEL) project is developing and testing curriculum materials and a professional development model designed to explore the potential for introducing engineering concepts in grades 3 - 5 through design challenges based on stories in popular children's literature. The project research and development team at Tufts University is working with pre-service teachers to design and test the curriculum modules for students and the teacher professional development model. Then the program is tested and refined in work with 100 in-service teachers and their students in a diverse set of Massachusetts schools. The research team hypothesizes that professional development for elementary teachers using an interdisciplinary method for combining literature with engineering design challenges will increase the implementation of engineering in 3-5 classrooms and have positive impacts on students. The driving questions behind this proposed research are: (1) How do teachers' engineering (and STEM) content knowledge, pedagogical content knowledge, and perceptions or attitudes toward engineering influence their classroom teaching of engineering through literacy? (2) Do teachers create their own personal conceptions of the engineering design process, and what do these conceptions look like? (3) What engineering/reading thinking skills are students developing by participating in engineering activities integrated into their reading and writing work? The curriculum materials and teacher professional development model are being produced by a design research strategy that uses cycles of develop/test/refine work. The effects of the program are being evaluated by a variety of measures of student and teacher learning and practice.The project will contribute materials and research findings to the ultimate goal of understanding how to provide elementary school students with meaningful opportunities to learn engineering and develop valuable problem solving and thinking skills.

集成工程与读写能力 (IEL) 项目正在开发和测试课程材料和专业发展模型，旨在通过基于流行儿童文学故事的设计挑战，探索在 3 至 5 年级引入工程概念的潜力。 塔夫茨大学的项目研发团队正在与职前教师合作，设计和测试针对学生的课程模块和教师专业发展模型。 然后，该计划在马萨诸塞州不同学校的 100 名在职教师及其学生的工作中进行了测试和完善。研究团队假设，采用跨学科方法将文献与工程设计挑战相结合的小学教师专业发展将增加 3-5 个教室的工程实施，并对学生产生积极影响。这项研究背后的驱动问题是：（1）教师的工程（和 STEM）内容知识、教学内容知识以及对工程的看法或态度如何通过读写能力影响他们的工程课堂教学？ (2) 教师是否对工程设计过程产生了自己的个人构想，这些构想是什么样的？ (3) 学生通过参与融入阅读和写作工作的工程活动，培养了哪些工程/阅读思维技能？课程材料和教师专业发展模型是通过使用开发/测试/完善工作周期的设计研究策略来制作的。 该计划的效果正在通过学​​生和教师学习和实践的各种衡量标准进行评估。该项目将提供材料和研究成果，以实现了解如何为小学生提供有意义的机会来学习工程并培养有价值的解决问题和思维能力的最终目标。