Might Young Makers Be The Engineers Of The Future?

年轻创客可能成为未来的工程师吗？

• 批准号: 1329321
• 负责人: Shawn Jordan
• 金额: $ 30万
• 依托单位: Arizona State 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 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1329321&HistoricalAwards=false
• 关键词: Might; Young; Makers; Engineers; Future

The purpose of this study is to understand Young Makers in K-12 and how their knowledge,skills, and attitudes might prepare them to pursue advanced STEM education and careers. Thisstudy will advance the currently limited knowledge of the Young Maker community bydeveloping theory characterizing Young Makers and their pathways through the lens of formalengineering education. The aim is to establish evidence as to how Making benefits YoungMakers and affects their pathways to STEM majors and related careers.The results of this study will transform the conversation of who Young Makers could become,linking Making with engineering in the same way that students who excel in science and mathare pointed toward engineering by parents and career counselors. By sharing a diverse (by age,gender, and ethnicity) set of success profiles of Young Makers widely in the formal educationsystem to students, K-12 school administrators, university leaders, admissions officers, and toYoung Makers both online and at Young Maker community events, we aim to illuminatepathways for Young Makers to become the engineers of the future. In addition, this study couldinform future innovation in formal K-12 STEM pedagogy based on successful attributes ofinformal engineering education and tinkering activities.

这项研究的目的是了解K-12的年轻创客，以及他们的知识，技能和态度如何为他们追求高级STEM教育和职业做好准备。这项研究将通过发展青年创客的理论特征和他们的途径，通过正规工程教育的透镜，推进目前有限的知识青年创客社区。这项研究的目的是建立证据，证明制作如何使年轻的创客受益，并影响他们进入STEM专业和相关职业的途径。这项研究的结果将改变年轻创客可能成为谁的对话，将制作与工程联系起来，就像父母和职业顾问将擅长科学和数学的学生指向工程一样。通过在网上和Young Maker社区活动中向学生、K-12学校管理人员、大学领导、招生官员和Young Makers广泛分享Young Makers在正规教育系统中的各种（按年龄、性别和种族）成功案例，我们的目标是为Young Makers照亮成为未来工程师的道路。此外，这项研究可以根据非正式工程教育和修补活动的成功属性，为正式K-12 STEM教学法的未来创新提供信息。