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对教师的教育要求和要求。新的课程，特别是在科学，包括工程设计过程作为一个核心思想跨越问题定义，解决方案生成和设计优化。科学原理的发现通过？技术？实验和动手的重要性，真实的世界项目强调。教师们正在努力将工程设计的挑战纳入他们的课堂，因为它一直完全缺乏全国各地的教育学院提供的教师培训计划，并有一个正在创建的选项来填补这一空白。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，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）的培训。辛辛那提工程增强数学和科学计划已经开发并实施了一个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融入数学和科学内容的教学。培训是根据新的州和国家标准制定的。主要组件包括：1）为教师提供多种机会体验工程设计挑战，2）通过持续的辅导支持赋予教师权力，3）通过动手活动吸引学生，并允许选择项目选择和设计。CEEMS牢牢扎根于科学，数学和工程教育领域的当前研究，并基于对学生如何学习数学和科学的研究，如果工程被用作背景。

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.