Integrating Science Content and Engineering Thinking in the Elementary Classroom

将科学内容与工程思维融入小学课堂

• 批准号: 1660717
• 负责人: Lisa Gonsalves
• 金额: $ 112.73万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660717&HistoricalAwards=false
• 关键词: Integrating; Science; Content; Engineering; Thinking

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the Integrating Science Content and Engineering Thinking in the Elementary Classroom Project will recruit Science, Technology, Engineering and Mathematics majors and professionals and prepare them to become elementary teachers. The project will fund 10 stipends per year over five years, resulting in the preparation of 50 elementary science teachers. In this project, the University of Massachusetts at Boston will collaborate with two Boston public elementary schools and the Conservatory Lab School to build on the idea of engineering design process as a teaching-learning approach that can be used to promote science learning. Teaching through engineering design has the potential to facilitate integrated instruction that meets the requirements of the new science education standards. Design-based learning can help students develop scientific inquiry and real world problem-solving skills, enhance discipline-specific content knowledge and critical thinking skills, and promote interest in science or engineering careers. This project will advance knowledge and understanding in the area of STEM teacher preparation at the elementary level by preparing elementary teachers to use engineering practices, integrated with science content, to teach science to elementary-aged children. Project outcomes will help determine the effectiveness of recent reforms in K-12 education, particularly those that call for the integration of engineering with science education, and will integrate the practices of science and engineering with didactic content. There are very few elementary teacher preparation programs that focus exclusively on preparing elementary teachers to teach STEM content. Built into the proposed teacher preparation program are two new assessments for tracking the ability of teachers to integrate engineering and science content in the elementary classroom, the Video Case Diagnosis and the Curriculum Critique and Revision tools. With its focus on STEM at the elementary level, this unique program will utilize these two tools to determine the effectiveness of STEM integration for building science content knowledge for elementary students.

在美国国家科学基金会罗伯特·诺伊斯教师奖学金项目的资助下，“在小学课堂上整合科学内容和工程思维”项目将招募科学、技术、工程和数学专业的学生和专业人士，为他们成为小学教师做好准备。该项目将在五年内每年提供10笔津贴，培养50名小学科学教师。在这个项目中，马萨诸塞州大学波士顿分校将与两所波士顿公立小学和Conservatory Lab School合作，以工程设计过程的理念为基础，将其作为一种可用于促进科学学习的教学方法。通过工程设计教学有可能促进符合新科学教育标准要求的综合教学。以设计为基础的学习可以帮助学生发展科学探究和解决真实的世界问题的技能，增强特定学科的知识和批判性思维能力，并促进对科学或工程职业的兴趣。该项目将通过帮助小学教师准备使用工程实践，结合科学内容，向小学年龄的儿童教授科学，来促进小学一级STEM教师准备领域的知识和理解。项目成果将有助于确定最近K-12教育改革的有效性，特别是那些要求将工程与科学教育相结合的改革，并将科学和工程的实践与教学内容相结合。 很少有小学教师准备计划专门专注于准备小学教师教STEM内容。内置到拟议的教师准备计划是两个新的评估跟踪教师的能力，在小学课堂上，视频案例诊断和课程批判和修订工具整合工程和科学内容。由于其重点放在STEM在小学水平，这个独特的程序将利用这两个工具来确定STEM集成的有效性，为小学生建立科学内容的知识。