Integrating Engineering & Literacy
综合工程
基本信息
- 批准号:1020243
- 负责人:
- 金额:$ 326.05万
- 依托单位:
- 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:
- 关键词:
项目摘要
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.
工程学与识字相结合项目正在开发和测试课程材料和专业发展模式,旨在探索通过基于流行儿童文学故事的设计挑战在3 - 5年级引入工程学概念的潜力。 塔夫茨大学的项目研究和开发小组正在与职前教师合作,为学生和教师专业发展模式设计和测试课程模块。 然后,在马萨诸塞州不同学校的100名在职教师和他们的学生的工作中,对该计划进行测试和改进。研究小组假设,使用跨学科方法将文学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个教室的工程实施,并对学生产生积极影响。本研究的驱动问题是:(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影响他们的工程课堂教学通过识字?(2)教师是否创造了他们自己的工程设计过程的个人概念,这些概念是什么样的?(3)学生通过参与融入他们阅读和写作工作的工程活动,开发了哪些工程/阅读思维技能?课程材料和教师专业发展模式正在通过设计研究战略,使用开发/测试/完善工作的周期。 通过对学生和教师的学习和实践的各种衡量标准来评估该项目的效果。该项目将为理解如何为小学生提供有意义的学习工程的机会并培养有价值的解决问题和思维能力的最终目标提供材料和研究成果。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Chris Rogers其他文献
Anaesthesia Technique and Outcomes Following Endovascular Aneurysm Repair of Ruptured Abdominal Aortic Aneurysm
- DOI:
10.1016/j.ejvs.2018.08.020 - 发表时间:
2018-12-01 - 期刊:
- 影响因子:
- 作者:
Ronelle Mouton;George Dovell;Chris Rogers;Rosie Harris;Robert Hinchliffe - 通讯作者:
Robert Hinchliffe
Estimating the effect of “treatment in the treated” - instrumental variable analysis vs conventional regression methods in the titre-2 trial in cardiac surgery
- DOI:
10.1186/1745-6215-16-s2-p147 - 发表时间:
2015-11-16 - 期刊:
- 影响因子:2.000
- 作者:
Chris Rogers;Katie Pike;Jonathan Sterne;Barney Reeves - 通讯作者:
Barney Reeves
International Collaboration to Increase Access to Educational Robotics for Students
国际合作增加学生获得教育机器人的机会
- DOI:
10.1109/fie58773.2023.10343494 - 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
Milan Dahal;Lydia Kresin;André Peres;Eduardo Bento Pereira;Chris Rogers - 通讯作者:
Chris Rogers
DETECTING MITRAL REGURGITATION AND TRACKING CARE PATH COMPLIANCE USING A NOVEL DIGITAL PLATFORM
- DOI:
10.1016/s0735-1097(21)04592-7 - 发表时间:
2021-05-11 - 期刊:
- 影响因子:
- 作者:
Daniel O’Hair;Janet Kimmel;Moly Ware;Miguel Sotelo;Loren Wagner;Chris Rogers;Logan Brigman;Navjot Kohli - 通讯作者:
Navjot Kohli
A Comprehensive Integration and Analysis of Dynamic Load Balancing Architectures within Molecular Dynamics
分子动力学内动态负载平衡架构的全面集成和分析
- DOI:
- 发表时间:
2009 - 期刊:
- 影响因子:0
- 作者:
Chris Rogers - 通讯作者:
Chris Rogers
Chris Rogers的其他文献
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{{ truncateString('Chris Rogers', 18)}}的其他基金
Collaborative Research: The Smart Playground: Computational Thinking through Robotics in Early Childhood
合作研究:智能游乐场:幼儿期通过机器人进行计算思维
- 批准号:
2301249 - 财政年份:2023
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
Collaborative Research - Improving STEM Learning through Interactive RoboBooks
协作研究 - 通过交互式 RoboBooks 改善 STEM 学习
- 批准号:
0930896 - 财政年份:2009
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
A Collaborative Research Project: Using RoboBooks To Build Scalable K12-
合作研究项目:使用 RoboBooks 构建可扩展的 K12-
- 批准号:
0835949 - 财政年份:2009
- 资助金额:
$ 326.05万 - 项目类别:
Standard Grant
Using Wide-Spread Collaboration to Motivate Innovation and Creativity
利用广泛的协作来激发创新和创造力
- 批准号:
0757455 - 财政年份:2008
- 资助金额:
$ 326.05万 - 项目类别:
Standard Grant
Teaching Through Outreach: The Institutionalized GK-12 Model
通过外展教学:制度化的 GK-12 模型
- 批准号:
0538556 - 财政年份:2006
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
Interactive Undergraduate Fluid Dynamics
交互式本科流体动力学
- 批准号:
0645846 - 财政年份:2006
- 资助金额:
$ 326.05万 - 项目类别:
Standard Grant
Transforming Elementary Science Learning through LEGO(TM) Engineering Design
通过 LEGO(TM) 工程设计改变基础科学学习
- 批准号:
0633952 - 财政年份:2006
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
Collaborative Research: Telling the Story - Learning Math, Science and Engineering Through Animation
合作研究:讲故事——通过动画学习数学、科学和工程
- 批准号:
0511979 - 财政年份:2005
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
Teaching Through Touching: Using Research to Motivate Education
通过触摸进行教学:利用研究来激励教育
- 批准号:
0307656 - 财政年份:2003
- 资助金额:
$ 326.05万 - 项目类别:
Standard Grant
Tufts Engineering the Next Steps (TENS) GK12 project
塔夫茨工程大学下一步 (TENS) GK12 项目
- 批准号:
0230840 - 财政年份:2003
- 资助金额:
$ 326.05万 - 项目类别:
Continuing Grant
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