Engineering Design in Scientific Inquiry

大学预科阶段的工程学正变得越来越重要，然而，教师在这一领域只接受了最少的准备。这一改善本科生STEM教育(IUSE)探索和设计项目，即科学探究中的工程设计(EDISIn)项目，旨在通过将工程设计嵌入到面向单科STEM教育专业(未来的中学教师)的科学课程中，并为寻求将工程设计融入其科学课程的教师开发一系列教案和带注释的视频，来解决中学理科教师的工程准备问题。虽然本科生实验室拥有丰富的设计实验设备，但学生自己在设计和生产服务于科学研究的人工制品方面发挥作用的情况很少。这个项目体现了以下期望：(1)现有的科学课程通过解决在构建科学概念过程中出现的设计挑战，为学生提供有意义地参与工程实践的机会；(2)这样做可以利用科学教育开发的现有课程，促进将工程设计纳入职前师范教育；以及(3)让工程学教师参与这些课程的共同教学和咨询不仅将加强该项目的成果，还将使工程师更好地为参与K-12教育做好准备，并使科学教师做好准备，使学生在他们的课程范围内更真实地参与到工程设计中来。作为NSF IUSE资助项目的一部分，它是改革本科科学教育的更广泛努力的一部分，为学生成为STEM的创新者和领导者做准备。该项目将修改STEM专业获得二级教师资格证书的必修科学课程的课程，检查在教学过程中出现的设计挑战，并将这些作为将工程教学嵌入课程的机会。该项目将使用基于视频的研究来探索这些挑战在哪里以及如何出现，如何解决它们，以及学习工程设计和科学内容之间的关系。项目文物将包括课程材料，配上带注释的视频和学生设计的产品，供教授类似课程的教师使用，以及与三个研究问题相关的研究结果。这个项目背后的智力价值在于通过基于设计的教育研究来解决这些研究问题：(1)在科学教学中，设计问题和机会出现在哪里？(2)这些问题、它们的限制和解决方案与工程设计是如何一致的，它们又有什么不同？以及(3)哪些具体的课程工具和教学实践可以支撑学生参与科学中的紧急设计问题？这些问题对于增加K-12课程中的工程教育，为未来的K-12教师开发课程，为教授下一代科学标准(NGSS)工程标准中的工程标准做好准备，以及最终重新设想如何重新设计本科科学课程，使设计贯穿STEM专业的本科职业生涯，都是至关重要的。这项工作产生的产品将通过一个项目网站、通过国家科学数字图书馆以及通过PhysPort和UTeach网络--44所大学正在实施与STEM专业整合的资格认证程序--在网上传播。最终，这个项目有可能产生广泛的影响：(1)建立一支专门为规划、颁布和评估NGSS中概述的科学和工程实践而做好准备的教师队伍；这些教师将主要服务于一个高度需要的农村州(爱达荷州)；(2)开发和传播课程，为未来教师处理NGSS中的工程标准做准备；(3)阐明科学和工程之间的相互作用，特别是如何以有意义的方式整合这两套实践，以准备未来的K-12教师；(4)在博伊西州立大学进一步发展科学、工程和教育之间的关系，以更真实地整合这些学科，并为其他大学树立榜样。这项重要的工作得到了IUSE计划和罗伯特·诺伊斯教师奖学金计划的资助。

Engineering at the pre-college level is becoming increasingly important, and yet, teachers receive minimal preparation in this area. This Improving Undergraduate STEM Education (IUSE) Exploration and Design project, the Engineering Design in Scientific Inquiry (EDISIn) Project, seeks to address the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to integrate engineering design into their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. This project makes manifest the following expectations: (1) existing science courses offer opportunities for students to engage meaningfully with engineering practices by solving design challenges that emerge in the construction of scientific ideas; (2) doing so can capitalize on existing curricula that science education has developed, facilitating the adoption of engineering design into preservice teacher education; and (3) engaging engineering faculty in co-teaching and consulting in these courses will not only strengthen the outcomes of this project but also better prepare engineers to engage with K-12 education, and prepare science faculty to more authentically engage students in engineering design in the context of their courses. As an NSF IUSE funding project, it is part of a broader effort to transform undergraduate science education, preparing students to be innovators and leaders in STEM.This project will modify curriculum in a required science course for STEM majors receiving their secondary teaching credential, examine where design challenges emerge during instruction, and use these as opportunities to embed engineering instruction into courses. The project will use video-based research to explore where and how these challenges emerge, how they can be addressed, and the relationships between learning engineering design and science content. Project artifacts will include curricular materials, paired with annotated video and students' designed products, for faculty who teach similar courses, and the research findings associated with three research questions. The intellectual merit behind this project lies in addressing these research questions through design-based educational research: (1) Where do design problems and opportunities emerge in science instruction? (2) How are those problems, their constraints, and solutions consistent with engineering design, and how do they differ? and (3) What specific curricular tools and pedagogical practices can scaffold students' engagement with emergent design problems in science? These questions are critical for increasing engineering education in the K-12 setting, for developing courses for future K-12 teachers that prepare them to teach engineering standards found in the Next Generation Science Standards (NGSS) engineering standards, and, eventually, to reimagine how undergraduate science courses can be redesigned to include design throughout STEM majors' undergraduate career. The products emanating from this work will be disseminated online via a project website, through the National Science Digital Library, and through PhysPort and the UTeach network--a cohort of 44 universities that are implementing a credentialing process integrated with STEM majors. Ultimately, this project has the potential for broad impact by: (1) creating a cadre of teachers that are specifically prepared to plan for, enact, and assess science and engineering practices outlined in the NGSS; these teachers will primarily serve in a high-need rural state (Idaho); (2) developing and disseminating curricula that prepare future teachers to address the engineering standards in NGSS; (3) shedding light on the interactions between science and engineering, particularly how the two sets of practices may be integrated in meaningful ways for the preparation of future K-12 teachers; and (4) further develop relationships at Boise State University between science, engineering and education to more authentically integrate these disciplines, and serve as a model for other universities. This important work is supported with funding from the IUSE program and the Robert Noyce Teacher Scholarship program.