Promoting Robotic Design and Entrepreneurship Experiences among Students and Teachers

促进学生和教师的机器人设计和创业体验

• 批准号: 1614085
• 负责人: Vikram Kapila
• 金额: $ 103.93万
• 依托单位: New York University
• 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 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1614085&HistoricalAwards=false
• 关键词: Promoting; Robotic; Design; Entrepreneurship; Experiences

The project will develop, implement, and assess an initiative to promote robotic design and entrepreneurship experiences among students and teachers. Each year, 16 teachers and 32 students from 8 high schools located in all 5 boroughs of New York will attend a 4-week summer institute consisting of a 2-week guided training and a 2-week collaborative robotic-product development. The participants will come primarily from schools in underserved neighborhoods with socially, economically, racially, and ethnically diverse student bodies; approximately half of the participants will be female. During the academic year, each school's two teachers will conduct a robotics course for at least 25 students. Classroom adoption will be facilitated through a professional learning community (PLC). In the annual grand finale, school teams will compete in a robot product design and business idea contest, modeled after the Inno/Vention contest coordinated by the Incubator Initiatives of NYU Tandon School of Engineering. Over the 3-year project duration, 48 teachers and 96 students from 24 high schools will participate in the summer institute with 160 contact hours. Through the academic year elective, teachers will engage 1,200 students during the project funding period. The project has formed an interdisciplinary team including experts in robotics, entrepreneurship, K-12 curriculum design, and assessment to support project design and implementation. The project design adapts features from research on project-based learning (PBL), robotics and entrepreneurship in K-12 STEM education, social cognitive career theory, and teacher professional development embedded in a PLC. Formulating robotics activities in a PBL framework will help participants learn content, develop planning and problem-solving skills, and foster their higher-order cognitive skills. Integration of PBL with entrepreneurship activities will address participant fear of failure, lack of confidence, and creativity and communication skills. The design of the teacher professional development will support transfer of training through content-immersion, allow modeling and rehearsing of desired skills, and involve teachers for a sufficient duration to support the cognitive demands of new learning. The project will research the broad overarching question: Do robotics design and entrepreneurship activities, experienced through PBL, positively influence teacher practices and student outcomes? The project will investigate if participation (1) builds teacher capacity to effectively utilize PBL, contextualized in robotics and entrepreneurship, to promote STEM learning and (2) positively impacts students self-efficacy, outcome expectations, goals, and interest in STEM studies and careers. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program that supports projects that build understandings of best practices, program elements, contexts and processes contributing to engaging students in learning and developing interest in STEM, information and communications technology (ICT), computer science, and related STEM content and careers.

该项目将制定、实施和评估一项倡议，以促进学生和教师的机器人设计和创业经验。每年，来自纽约所有5个区的8所高中的16名教师和32名学生将参加为期4周的暑期研究所，包括为期2周的指导培训和为期2周的协作机器人产品开发。参与者将主要来自社会、经济、种族和民族多样化的学生群体的服务不足社区的学校;大约一半的参与者将是女性。在学年期间，每所学校的两名教师将为至少25名学生开设机器人课程。课堂采用将通过专业学习社区（PLC）促进。在年度总决赛中，学校团队将参加机器人产品设计和商业创意竞赛，该竞赛以纽约大学坦登工程学院孵化器计划协调的Inno/Vention竞赛为蓝本。在为期3年的项目期间，来自24所高中的48名教师和96名学生将参加暑期学院，接触时间为160小时。通过学年选修课，教师将在项目资助期间雇用1,200名学生。该项目组建了一个跨学科团队，包括机器人技术，创业，K-12课程设计和评估专家，以支持项目设计和实施。该项目设计采用了基于项目的学习（PBL），机器人技术和创业K-12 STEM教育，社会认知职业理论和嵌入在PLC中的教师专业发展的研究功能。在PBL框架中制定机器人活动将帮助参与者学习内容，发展规划和解决问题的技能，并培养他们的高阶认知技能。PBL与创业活动的整合将解决参与者对失败的恐惧，缺乏信心，创造力和沟通技巧。教师专业发展的设计将通过内容沉浸支持培训的转移，允许建模和排练所需的技能，并让教师参与足够的时间来支持新学习的认知需求。该项目将研究广泛的首要问题：机器人设计和创业活动，通过PBL经验，积极影响教师的做法和学生的成果？该项目将调查参与（1）建立教师有效利用PBL的能力，在机器人和创业的背景下，促进STEM学习和（2）积极影响学生的自我效能，结果预期，目标和对STEM研究和职业的兴趣。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对最佳实践，计划要素，背景和过程的理解的项目，有助于让学生参与学习和培养对STEM，信息和通信技术（ICT），计算机科学以及相关STEM内容和职业的兴趣。