I-Corps: Training Teachers to Use Engineering as a Context for Learning

美国各地的共同核心标准提高了教育要求和对教师的要求。新课程，特别是理科课程，将工程设计过程作为跨越问题定义、解决方案生成和设计优化的核心理念。通过技术发现科学原理？强调实验和实践的重要性，现实世界的项目。教师们正在努力将工程设计挑战融入他们的课堂，因为全国各地的教育学院提供的教师培训课程都完全缺乏，而且缺乏填补这一空白的选择。这一建议的部分原因是辛辛那提工程强化数学和科学(CEEMS)目标伙伴关系以外的学区提出了多项请求，为其数学和科学教师提供基于挑战的学习(CBL)和工程设计流程(EDP)方面的培训。辛辛那提工程增强数学和科学方案开发和实施了一种成功的专业发展模式，以培训中学教师将基于挑战的学习和工程设计过程整合到数学和科学内容的教学中。该培训是为了响应新的州和国家标准而开发的。主要组成部分包括：1)为教师提供体验工程设计挑战的多种机会；2)通过持续的指导支持增强教师的能力；3)通过动手活动吸引学生，并允许他们选择项目选择和设计。CEEMS扎根于当前科学、数学和工程教育领域的研究，以研究学生如何学习数学和科学为基础，如果以工程为背景的话。

Common core standards across the United States have elevated educational requirements and demands of teachers. The new curriculum, particularly in science, includes the engineering design process as a core idea spanning problem definition, solution generation, and design optimization. Discovery of scientific principles via ?technology? experiments and the importance of hands-on, real world projects are stressed. Teachers are struggling to incorporate engineering design challenges into their classroom as it has been completely lacking in teacher training programs offered by colleges of education across the nation and there is a dearth of options being created to fill this gap. This proposal is partially motivated from multiple requests from school districts outside of the Cincinnati Engineering Enhanced Math and Science (CEEMS) targeted partnership to provide their math and science teachers with training in challenge-based learning (CBL) and engineering design process (EDP). The Cincinnati Engineering Enhanced Math and Science Program has developed and implemented a successful professional development model to train secondary teachers to integrate challenge-based learning and the engineering design process into the teaching of math and science content. The training was developed in response to new state and national standards. Key components include: 1) providing teachers multiple opportunities to experience engineering design challenges, 2) empowering teachers through ongoing coaching support, and 3) engaging students through hands-on activities and allowing choices to project selection and design. CEEMS is firmly rooted in current research in the fields of science, mathematics, and engineering education and is based on studies on how students learn mathematics and science if engineering is used as the context.