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.

集成工程和扫盲（IEL）项目是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献中的故事来探索3 - 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学生和教师专业发展模型的课程模块。 然后，该计划在与100位在马萨诸塞州学校中的服务教师及其学生一起进行测试和完善。研究小组假设，使用跨学科方法将文献与工程设计挑战相结合的小学教师的专业发展将增加3-5个教室中的工程学的实施，并对学生产生积极影响。这项拟议的研究背后的驾驶问题是：（1）教师的工程（和STEM）内容知识，教学内容知识以及对工程学的看法或态度如何通过识字影响他们的工程学教学？ （2）教师是否会在工程设计过程中创建自己的个人概念，这些概念是什么样的？ （3）通过参与纳入阅读和写作工作的工程活动，学生正在发展哪些工程/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/完善工作的设计研究策略生产的。 该计划的效果通过各种学生和教师学习和实践的衡量标准进行评估。该项目将为材料和研究结果做出贡献，以了解如何为如何为小学生提供有意义的学习工程和发展有价值的问题解决问题和思维能力的有意义的机会。