The Development of a New Instructional Approach to Teach Engineering in Middle School Science Classrooms

中学科学课堂工程教学新教学方法的发展

• 批准号: 1607916
• 负责人: Victor Sampson
• 金额: $ 34.97万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1607916&HistoricalAwards=false
• 关键词: Development; New; Instructional; Approach; Teach

The Development of a New Instructional Approach to Teach Engineering in Middle School Science ClassroomsThis project has two overall goals. The first goal is to create a new instructional approach that middle school science teachers can use to teach the engineering design process. The second goal is to learn more about how middle school students propose, support, critique and revise design solutions. This project will result in new findings about how middle school students learn about the engineering design process, how they propose, support, critique and revise engineering designs; and how different aspects of instruction support or constrain middle school student use of disciplinary core ideas and cross-cutting concepts while engaging in the engineering design process. This project will directly impact four teachers and a diverse group of approximately 1000 students. Once the instructional model is developed, it has the potential to be adopted by teachers throughout the United States. This new approach to instruction will enable science teachers to integrate engineering concepts and practices into any middle school science course as prescribed by the Next Generation Science Standards - without needing to adopt or purchase an entirely new curriculum. In addition, the project has the potential to enhance interest in the field of engineering and to broaden the participation of women and minorities in engineering. The Next Generation Science Standards (NGSS) call for middle school science teachers to add engineering design into their curriculum so all students can learn to use core ideas, crosscutting concepts, and engineering practices to solve problems. This project uses a design-research mixed-methods approach. The project team will develop, implement and revise 4 prototype engineering design tasks (EDTs) based on a new instructional model called Argument-Driven Engineering (ADE). Iterative improvements of the instructional model and the EDTs will be made from analysis of both quantitative and qualitative data. This project will result in the generation and validation of a new assessment of practices related to engineering design, referred to as the Scenario-based Assessment of Design (SAD). The SAD will be administered three times (pre-, mid- and post-) to track changes in students' knowledge and skills over time. Qualitative data, including the collection of video data of EDTs and student artifacts, will be analyzed using iterative content analysis. This research project will also result in new findings about: a) how middle school students propose, support, critique and revise engineering design; b) how patterns of the these skills change over time; and c) what features of instruction support or constrain learning of the engineering design process. The results will be used to refine the ADE model so that it can be used effectively by teachers who incorporate engineering design in their classes.

在中学理科课堂上开发一种新的教学方法来教授工程这个项目有两个总体目标。第一个目标是创建一个新的教学方法，中学科学教师可以用来教工程设计过程。第二个目标是更多地了解中学生如何提出，支持，批评和修改设计解决方案。该项目将导致关于中学生如何了解工程设计过程的新发现，他们如何提出，支持，批评和修改工程设计;以及教学的不同方面如何支持或限制中学生在从事工程设计过程中使用学科核心思想和交叉概念。该项目将直接影响四名教师和大约1000名学生的多元化群体。一旦教学模式被开发出来，它有可能被美国各地的教师采用。这种新的教学方法将使科学教师能够将工程概念和实践融入下一代科学标准规定的任何中学科学课程中，而无需采用或购买全新的课程。此外，该项目有可能提高人们对工程领域的兴趣，并扩大妇女和少数族裔对工程的参与。下一代科学标准（NGSS）要求中学科学教师将工程设计纳入课程，以便所有学生都能学习使用核心思想，横切概念和工程实践来解决问题。该项目采用设计研究混合方法。该项目团队将开发，实施和修改4个原型工程设计任务（EDTs）的基础上，一个新的教学模式称为论据驱动工程（ADE）。教学模式和EDTs的迭代改进将从定量和定性数据的分析。该项目将产生和验证与工程设计相关的新的实践评估，称为基于场景的设计评估（SAD）。SAD将进行三次（前，中，后），以跟踪学生的知识和技能随着时间的推移的变化。定性数据，包括EDT和学生文物的视频数据的收集，将使用迭代内容分析进行分析。 本研究项目还将导致新的发现：a）中学生如何提出，支持，批评和修改工程设计; B）这些技能的模式如何随着时间的推移而变化;以及c）教学支持或限制工程设计过程的学习的功能。结果将被用来完善ADE模型，使它可以有效地使用教师谁将工程设计在他们的课堂上。