Integrating Engineering & Literacy

综合工程与识字(IEL)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，为学生设计和测试课程模块和教师专业发展模式。然后，该计划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进行测试和完善。研究小组假设，小学教师的专业发展采用跨学科的方法，将文学与工程设计挑战相结合，将增加3-5个课堂中工程的实施，并对学生产生积极影响。这项拟议研究背后的驱动问题是：(1)教师的工程学(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课堂教学？(2)教师是否对工程设计过程产生了自己的个人概念，这些概念是什么样子的？(3)通过将工程活动融入到他们的阅读和写作工作中，学生们发展了什么工程/阅读思维技能？课程材料和教师专业发展模式是通过一种设计研究战略产生的，该战略使用开发/测试/改进工作的循环。该计划的效果正在通过学生和教师的学习和实践的各种衡量标准进行评估。该项目将为理解如何为小学生提供有意义的机会学习工程学并培养宝贵的解决问题和思考能力的最终目标贡献材料和研究成果。

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.