EngrTEAMS: Engineering to Transform the Education of Analysis, Measurement, and Science in a Team-Based Targeted Mathematics-Science Partnership

EngrTEAMS：通过基于团队的有针对性的数学与科学合作伙伴关系来改变分析、测量和科学教育的工程

• 批准号: 1238140
• 负责人: Tamara Moore
• 金额: $ 799.8万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238140&HistoricalAwards=false
• 关键词: EngrTEAMS; Engineering; Transform; Education; Analysis

This project is increasing grade 4-8 student learning of science concepts, as well as mathematical concepts related to data analysis and measurement, by using an engineering design-based approach to teacher professional development and curricular development. The partnership involves the University of Minnesota's Science, Technology, Engineering, and Mathematics Education Center and the Center for Compact and Efficient Fluid Power (CCEFP), the Saint Paul Public Schools, the North Saint Paul-Maplewood-Oakdale School District, and the South Washington County Schools. These three school districts are contiguous, and represent schools that are inner city, urban, and suburban. This project is helping 200 teachers develop engineering design curricular units for each of the major science topic areas within the Minnesota State Academic Science Standards for grades 4-8 with a focus on vertical alignment and transition from upper elementary to middle-level, impacting 15,000 students over the life of the grant. The partnership is using summer professional development and curriculum writing workshops, paired with a cognitive coaching model, to allow teachers to design engineering design-based curricular units focused on science concepts, meaningful data analysis, and measurement. These curricular units are going through an extensive design research cycle to ensure a quality product and then will be submitted to TeachEngineering (teachengineering.org), an online peer-reviewed digital library, for use across the United States and beyond. Measurable outcomes of the EngrTEAMS project are to: - Increase student mastery of grade-level standards in science and data analysis/measurement. - Increase student understanding of engineering and engineering design. - Promote a coherent transition between intermediate and middle school science learning through aligning the curricula for developmentally appropriate learning of concepts and aligning the pedagogies for research-based learning opportunities for students. - Develop a more effective and sustainable coaching model to support teachers in science classrooms. - Promote curricular design that allows content to be taught more meaningfully in the same or less time as more standard ways of approaching the teaching of science.This project is advancing understanding about engineering design-based pedagogies and cognitive coaching models in science and the impacts of those on 4th-8th grade students' achievement in mathematics, science and critical thinking abilities. It is enhancing the student learning in and attitudes towards STEM fields. The project partners' student population is diverse. Many of the Saint Paul School District's students come from immigrant or refugee families and 45% live in homes in which English is not the first language spoken. Because the teachers who teach in high-needs schools will implement the curriculum modules, this project is documenting the learning outcomes of underrepresented populations when presented with curriculum modules. The research findings are providing directions for designing effective curriculum and learning of STEM. The dissemination of the curriculum modules on peer-reviewed websites and the findings of the research studies are informing practitioners, administrators, researchers, and policy makers who aim to improve student achievement and interest in STEM careers.

该项目通过采用以工程设计为基础的教师专业发展和课程开发方法，增加4 - 8年级学生对科学概念以及与数据分析和测量有关的数学概念的学习。该合作伙伴关系涉及明尼苏达大学的科学，技术，工程和数学教育中心和紧凑高效流体动力中心（CCEFP），圣保罗公立学校，北圣保罗-Maplewood-奥克代尔学区，以及南华盛顿县学校。这三个学区是连续的，代表了内城，市区和郊区的学校。该项目正在帮助200名教师为明尼苏达州学术科学标准4 - 8年级的每个主要科学主题领域开发工程设计课程单元，重点是垂直对齐和从小学上部到中级的过渡，影响了15，000名学生。该合作伙伴关系利用夏季专业发展和课程编写研讨会，结合认知教练模型，使教师能够设计基于工程设计的课程单元，重点关注科学概念，有意义的数据分析和测量。这些课程单元正在经历一个广泛的设计研究周期，以确保高质量的产品，然后将提交给TeachEngineering（teachengineering.org），这是一个在线同行评审的数字图书馆，供美国及其他地区使用。EngrTEAMS项目的可衡量成果是： - 提高学生对科学和数据分析/测量的年级标准的掌握。 - 增加学生对工程和工程设计的理解。 - 通过调整课程，促进适合发展的概念学习，并调整课程，为学生提供基于研究的学习机会，促进初中和中学科学学习之间的连贯过渡。 - 开发更有效和可持续的辅导模式，以支持科学课堂上的教师。 - 促进课程设计，使内容在相同或更少的时间内更有意义地教授，作为更标准的科学教学方法。该项目正在推进对基于工程设计的科学知识和认知教练模型的理解，以及这些对4 - 8年级学生在数学，科学和批判性思维能力方面的成就的影响。它正在提高学生对STEM领域的学习和态度。项目合作伙伴的学生群体是多样化的。圣保罗学区的许多学生来自移民或难民家庭，45%的学生生活在英语不是第一语言的家庭。由于在高需求学校任教的教师将实施课程单元，该项目记录了代表性不足的人口在接受课程单元时的学习成果。研究结果为设计有效的STEM课程和学习提供了指导。课程模块在同行评审网站上的传播以及研究结果正在为旨在提高学生成绩和对STEM职业兴趣的从业人员、管理人员、研究人员和政策制定者提供信息。