Transforming Teaching through Implementing Inquiry (T2I2)

通过实施探究转变教学（T2I2）

• 批准号: 1118942
• 负责人: Jeremy Ernst
• 金额: $ 199.75万
• 依托单位: North Carolina State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2011-10-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1118942&HistoricalAwards=false
• 关键词: Transforming; Teaching; through; Implementing; Inquiry

Transforming Teaching Through Implementing Inquiry (T2I2) is a full research and development project that explores the use of cyberinfrastructure to significantly enhance the delivery and quality of professional development (PD) for grades 8-12 engineering, technology, and design educators. The goal of the project is to study whether the use of highly interactive cyberinfrastructure increases this target audience's: 1) understanding of engineering design concepts and ability to effectively teach them 2) understanding of how to address student learning needs 3) ability to manage, monitor, and adjust the learning environment 4) use of self assessment to enhance teaching ability and 5) engagement in a community of practice. These issues are of particular interest because of the limited resources in place to prepare pre-service engineering and CTE teachers, as well as a lack of in-service PD. The content for the PD is grounded in the materials and processes of two projects reviewed by the National Research Council's (NRC) report review committee: Technology Education: Learning by Design for Middle Schools" and "Engineering by Design for High Schools." By incorporating an object-oriented generic system design (learning objects), the cyberinfrastructure is set to be reusable, adaptable, and scalable. These learning objects allow for customization of the learning experience, whereby learning facilitators or learners themselves can configure the system based on their specific needs. Delivering learning objects in an online framework enables teachers to develop and grow in a network community.A mixed methods approach is used to determine effects of professional development. Student achievement is measured by comparing each site's state assessments in the following areas: the curriculum's technology, engineering, and design assessment, end-of-grade mathematics assessment, and end-of-grade science assessment. Both formative and summative evaluation strategies inform the development and implementation of the project. As such, the project will advance theory, design, and practice in middle and high school engineering, technology and design-based classrooms.

通过实施探究转变教学（t2c）是一个全面的研究和发展项目，探索使用网络基础设施来显著提高8-12年级工程、技术和设计教育工作者的专业发展（PD）的交付和质量。该项目的目的是研究使用高度互动的网络基础设施是否能提高目标受众：1)对工程设计概念的理解和有效教授的能力2)了解如何满足学生的学习需求3)管理、监控和调整学习环境的能力4)使用自我评估来提高教学能力5)参与社区实践。这些问题特别令人感兴趣，因为准备职前工程和CTE教师的资源有限，而且缺乏在职PD。PD的内容以国家研究委员会（NRC）报告审查委员会审查的两个项目的材料和过程为基础：技术教育：中学设计学习”和“高中设计工程”。通过合并面向对象的通用系统设计（学习对象），网络基础设施被设置为可重用、可适应和可扩展的。这些学习对象允许定制学习体验，因此学习促进者或学习者自己可以根据他们的特定需求配置系统。在网络框架中提供学习对象，使教师能够在网络社区中发展和成长。采用混合方法来确定专业发展的效果。学生成绩是通过比较每个站点在以下方面的状态评估来衡量的：课程的技术，工程和设计评估，期末数学评估和期末科学评估。形成性和总结性评估策略都为项目的发展和实施提供了信息。因此，该项目将推进初中和高中工程、技术和设计课堂的理论、设计和实践。