Design and Development: Diversifying Engineering via Identity-Congruent Education (DE-ICE)

设计和开发：通过身份一致教育实现工程多样化 (DE-ICE)

• 批准号: 1825032
• 负责人: Paul Gannon
• 金额: $ 35万
• 依托单位: Montana State 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: 2018-09-15 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1825032&HistoricalAwards=false
• 关键词: Design; Development; Diversifying; Engineering; via

Studies show that students who are not able to see themselves as an engineer at an early age are less likely to pursue engineering careers later in life. This can be especially true of students who may not have easy access to academic and extracurricular activities, including diverse students from rural and urbans populations. Research has shown that incorporating engineering-related educational games into middle school curricula can help students develop an identity as an engineer. This project focuses on fourth grade students because this is a pivotal age where many students from underrepresented groups opt out of an engineering educational trajectory. This project develops and introduces educational games for fourth grade classrooms that demonstrate engineering concepts. The effect of playing these games, which are co-designed with teachers, will be studied in terms students' sense of engineering and how the way they identify with engineering as a result. The study will collect a variety of data from students about their related educational experiences. The data, including notebook entries, interviews, and focus groups, will help researchers investigate and generalize the efficacy of such games for promoting helping middle school students identify with the potential to pursue a career path in engineering. Descriptions of the educational game experiences, their classroom implementations, and assessments on student engineering identity formation will be shared freely.Recent studies show large positive effects of small educational interventions when employing integrative frameworks that are culturally-responsive, chronically-salient and identity-congruent. Additionally, digital game-based learning has demonstrated significant promise in elementary engineering education. This project will operationalize the identity-based motivation framework via digital game-based learning experiences aimed at enhancing engineering identity formation of diverse elementary students. Assessment of students' engineering identity will be made using instruments including the "Draw an Engineer Test" and the "Engineering Identity Development Scale." The identity-based motivation framework will inform the interventions, which will include students' creation of engineering characters who will interactively solve basic engineering problems. The interventions will integrate humanitarian engineering applications of math and science, with lesson plans mapped to the Next Generation Science Standards and aligned with Essential Understandings within Montana's Indian Educational for All Act. Assessment of students' post-intervention engineering identities will augment analyses of interviews, focus groups and game play artifacts in elucidating intervention features effective in enhancing engineering identity formation. Data collection and analysis will rely on innovative qualitative methods, including effects matrices and network analyses, to determine the influence of the educational intervention experiences on students' engineering identity. This mixed-method research will result in a deeper understanding of students' attitudes and dispositions toward engineering, and the features of the intervention design, development and/or experiences that influenced them. This research will also result in adoptable educational interventions designed to encourage engineering identity formation in a diverse group of students.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.

研究表明，那些在很小的时候就不能将自己视为工程师的学生，在以后的生活中不太可能追求工程职业。 对于那些可能无法轻松参加学术和课外活动的学生，包括来自农村和城市人口的各种学生来说，情况尤其如此。研究表明，将工程相关的教育游戏纳入中学课程可以帮助学生培养工程师的身份。这个项目的重点是四年级的学生，因为这是一个关键的年龄，许多学生从代表性不足的群体选择了工程教育的轨迹。这个项目开发和介绍了四年级教室，展示工程概念的教育游戏。这些游戏是与教师共同设计的，将从学生的工程意识以及他们如何识别工程的方式来研究游戏的效果。这项研究将从学生那里收集有关其相关教育经历的各种数据。这些数据，包括笔记本条目，访谈和焦点小组，将有助于研究人员调查和推广这些游戏的功效，以促进帮助中学生识别追求工程职业道路的潜力。教育游戏的经验，他们的课堂实施，并对学生工程身份形成的评估的描述将是freedom.Recent研究表明，当采用综合框架，是文化响应，长期突出和身份一致的小教育干预大的积极影响。 此外，基于数字游戏的学习在基础工程教育中表现出了重要的前景。 该项目将通过数字游戏为基础的学习经验，旨在提高不同的小学生的工程身份形成的操作性的基于身份的动机框架。 学生的工程师认同感评估将使用工具，包括“画一个工程师测试”和“工程师认同发展量表”。“基于身份的激励框架将为干预措施提供信息，其中包括学生创造工程角色，他们将互动地解决基本的工程问题。 这些干预措施将整合数学和科学的人道主义工程应用，课程计划与下一代科学标准相对应，并与蒙大拿州《印第安人全民教育法》中的基本理解相一致。 学生的干预后工程身份的评估将增加分析的访谈，焦点小组和游戏玩文物，阐明干预功能有效地提高工程身份的形成。 数据收集和分析将依赖于创新的定性方法，包括效果矩阵和网络分析，以确定教育干预经验对学生的工程身份的影响。 这种混合方法的研究将导致学生对工程的态度和倾向，以及影响他们的干预设计，开发和/或经验的特点有更深入的了解。 这项研究还将导致采用教育干预措施，旨在鼓励工程身份的形成，在一个多元化的学生群体。这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的智力价值和更广泛的影响审查标准的支持。

项目成果

Designing Elementary Digital Game-based Engineering Interventions for Rural and Indigenous Students

为农村和土著学生设计基于数字游戏的基本工程干预措施

• 发表时间: 2023
• 期刊: International journal of engineering education
• 影响因子: 1
• 作者: Obery, Amanda;Lux, Nicholas;Gannon, Paul
• 通讯作者: Gannon, Paul

Impacts of professional development focused on teaching engineering applications of mathematics and science

专业发展的影响侧重于数学和科学的工程应用教学

• DOI: 10.1111/ssm.12430
• 发表时间: 2020
• 期刊: School Science and Mathematics
• 影响因子: 1.1
• 作者: Hammack, Rebekah;Gannon, Paul;Foreman, Christine;Meyer, Elijah
• 通讯作者: Meyer, Elijah