权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Promoting Engineering Problem Framing Skill-Development in High School Science and Engineering Courses

促进高中科学与工程课程中工程问题框架技能的发展

基本信息

批准号：
1812823
负责人：
James Hylton
金额：
$ 44.99万
依托单位：
Ohio Northern University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1812823&HistoricalAwards=false
关键词：
Promoting Engineering Problem Framing Skill

项目摘要

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. This collaborative project involving Ohio Northern University, Ohio State University, and Olathe Northwest High School will develop curricular activities and assessment guidance for K-12 science and engineering educators who seek to incorporate engineering design content into their biology, chemistry, and physics classes. This work is important because students' limited exposure to engineering activities can negatively impact their decisions to enroll in STEM courses and to pursue engineering careers. Further, many states are adopting or considering adopting the Next Generation Science Standards (NGSS), a set of classroom standards which integrate engineering content into traditional science disciplines. While high school teachers under these standards are expected to incorporate the cross-cutting engineering content into their courses, they generally receive little high-quality support for doing so. If successful, the project could provide a powerful model of how to support busy and resource-constrained STEM teachers, and create broader student interest in STEM careers. Drawing from best practices on instructional design, the project's main objectives are to: (1) design, field-test, and evaluate the impact of 12 NGSS-aligned, engineering problem-framing design activities on students enrolled in grades 9-12 science courses and (2) design and conduct high-quality, sustained professional development that fosters participating high school science teachers' ability to deploy the NGSS concepts-linked activities. Data sources include student design artifacts, video of classroom instruction, and surveys assessing student and teacher attitudes toward engineering, student design self-efficacy and teacher self-efficacy for teaching engineering content. These data will be analyzed to determine what teachers learned from the professional development activities, how those activities informed their teaching and in turn, how students' engagement with the engineering activities relates to their engineering design skills and attitudes. In terms of intellectual merit, the project aims to develop a learning progression of students' engineering design problem-framing skills by characterizing any observed change in students' design work and attitudes over time.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，这些研究和开发工作为拟议项目提供了理论和经验依据。这个合作项目涉及俄亥俄州北方大学、俄亥俄州州立大学和奥拉西西北高中，将为K-12科学和工程教育工作者开发课程活动和评估指导，这些教育工作者寻求将工程设计内容纳入他们的生物、化学和物理课程。这项工作很重要，因为学生对工程活动的有限接触会对他们参加STEM课程和从事工程职业的决定产生负面影响。此外，许多州正在采用或考虑采用下一代科学标准（NGSS），这是一套将工程内容融入传统科学学科的课堂标准。虽然根据这些标准，高中教师预计将交叉工程内容纳入他们的课程，他们通常很少得到高质量的支持这样做。如果成功，该项目可以提供一个强大的模式，如何支持忙碌和资源有限的STEM教师，并创造更广泛的学生对STEM职业的兴趣。该项目借鉴了教学设计的最佳做法，其主要目标是：（1）设计，实地测试和评估12 NGSS对齐，工程问题框架设计活动对9-12年级科学课程学生的影响，（2）设计和进行高质量，持续的专业发展，培养参与高中科学教师的能力，部署NGSS概念相关的活动。数据来源包括学生的设计文物，课堂教学的视频，和调查评估学生和教师对工程的态度，学生设计自我效能和教师自我效能的教学工程内容。这些数据将进行分析，以确定教师从专业发展活动中学到了什么，这些活动如何告知他们的教学，反过来，学生参与工程活动与他们的工程设计技能和态度的关系。在智力价值方面，该项目旨在通过描述学生设计工作和态度随着时间的推移而发生的任何变化，来发展学生工程设计问题框架技能的学习进程。该奖项反映了NSF的法定使命，并且通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。