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

美国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一个核心思想，涵盖了问题定义、解决方案生成和设计优化。通过技术发现科学原理。强调实验和实际操作的重要性。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完全缺乏，而填补这一空白的选择也很缺乏。该提案的部分动机来自辛辛那提工程增强数学和科学（CEEMS）目标合作伙伴关系以外的学区的多个请求，这些学区希望为他们的数学和科学教师提供基于挑战的学习（CBL）和工程设计过程（EDP）方面的培训。辛辛那提工程强化数学和科学项目开发并实施了一个成功的专业发展模式，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。培训是根据新的州和国家标准制定的。关键组成部分包括：1)为教师提供多种体验工程设计挑战的机会；2)通过持续的指导支持赋予教师权力；3)通过实践活动吸引学生，并允许选择项目选择和设计。CEEMS牢牢扎根于当前科学、数学和工程教育领域的研究，并以研究学生如何在工程背景下学习数学和科学为基础。

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.