Understanding Space Through Engineering Design

通过工程设计了解空间

• 批准号: 1316312
• 负责人: Richard Lehrer
• 金额: $ 150万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1316312&HistoricalAwards=false
• 关键词: Understanding; Space; Through; Engineering; Design

Understanding Space Through Engineering Design investigates how engaging K-5 children from underrepresented populations in the design of packages, maps, and mechanisms supports the development of spatial reasoning and spatial mathematics. The prime conjecture is that engineering design makes spatial mathematics more tangible and purposeful, and that systematic support for spatial reasoning and mathematics, in turn, influences the nature of children's designs and their understanding of how those designs work. The project, therefore, serves as a test bed to explore the promises and challenges of an integrated STEM education.Research methods include intensive close-up study of small groups of children designers led by researchers, followed by larger-scale study of classroom implementations led by elementary teachers. The purpose of the work with small groups of students across grades is to enable the project investigators to learn about the accessibility, challenge, and interest that engineering design holds for youngsters and to inform subsequent steps in revising the instruction for classroom tryouts. The classroom implementations provide data about how engineering design supports mathematical growth and, in turn, how growth in mathematical understanding guides subsequent engineering design. As children design and share their designs, mathematical and engineering practices, such as definition, conjecture, and troubleshooting, emerge in classroom conversation, often when children compare variations in the artifacts that they create. Researchers seek relationships between the emergence of these practices and changes in students' learning; in this way, relations between doing and knowing can be established. Forms of data include video recording of episodes of student design and classroom conversations. In addition, researchers conduct interviews with students to assess their understanding of how the artifacts they create work. The interviews particularly emphasize the role that spatial mathematics plays in students' explanations of device function and in their accounts of design processes. The progress of the project, including curriculum development, interview construction, and data analysis will be overseen by a five-member advisory board that includes a evaluation specialist, a mathematician, a mathematics educator, and a design expert.The project will contribute to a beginning knowledge base about how integrated STEM education can best be pursued, in particular, by exposing the possibilities and challenges inherent in the proposed emphasis on engineering design. By working closely with 18 teachers and their 500 students, the project investigators aim to develop a practical, yet powerful approach to iSTEM education, that is, a new study of integrated science, technology, engineering, and mathematics. Products include a website featuring a suite of curriculum materials, case episodes of children designing, and formative assessments of children's learning in contexts of everyday classroom activity.

通过工程设计了解空间研究如何让来自代表性不足的人群的K-5儿童参与包装，地图和机制的设计，以支持空间推理和空间数学的发展。主要的猜想是，工程设计使空间数学更加有形和有目的，而对空间推理和数学的系统支持，反过来，影响儿童的设计的性质和他们对这些设计如何工作的理解。因此，该项目将作为一个试验平台，探索综合STEM教育的前景和挑战。研究方法包括由研究人员领导的儿童设计师小组的密集近距离研究，以及由小学教师领导的课堂实施的大规模研究。 与跨年级的学生小组合作的目的是使项目调查人员能够了解工程设计对青少年的可访问性，挑战性和兴趣，并为修改课堂试用指令的后续步骤提供信息。课堂实施提供了有关工程设计如何支持数学增长的数据，反过来，数学理解的增长如何指导随后的工程设计。当孩子们设计和分享他们的设计时，数学和工程实践，如定义，猜想和故障排除，出现在课堂对话中，通常是当孩子们比较他们创造的工件的变化时。研究人员寻求这些做法的出现和学生学习的变化之间的关系;这样，可以建立做和知道之间的关系。数据的形式包括学生设计和课堂对话的视频记录。此外，研究人员对学生进行采访，以评估他们对自己创造的工件如何工作的理解。访谈特别强调了空间数学在学生对设备功能的解释和设计过程中的作用。该项目的进展，包括课程开发，面试建设和数据分析将由一个五人顾问委员会监督，该委员会包括一名评估专家，一名数学家，一名数学教育家和一名设计专家。该项目将有助于建立一个关于如何最好地追求综合STEM教育的初步知识库，特别是，通过揭示拟议的工程设计重点所固有的可能性和挑战。通过与18名教师及其500名学生密切合作，项目研究人员旨在开发一种实用而强大的iSTEM教育方法，即一种综合科学，技术，工程和数学的新研究。 产品包括一个网站，提供一套课程材料，儿童设计的案例集，以及在日常课堂活动中对儿童学习的形成性评估。