Ed+gineering: An Interdisciplinary Partnership Integrating Engineering into Elementary Teacher Preparation Programs

教育工程：将工程学融入小学教师准备计划的跨学科合作伙伴关系

• 批准号: 1908743
• 负责人: Jennifer Kidd
• 金额: $ 239.81万
• 依托单位: Old Dominion University Research Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1908743&HistoricalAwards=false
• 关键词: Ed+gineering; Interdisciplinary; Partnership; Integrating; Engineering

Engineering education, with its emphasis on developing creative solutions to relevant problems, is a promising approach to increasing elementary students' interest in scientific fields. Despite its potential, engineering education is often absent from elementary classes because many teachers feel underprepared to integrate it into their instruction. This project addresses this issue through an innovative approach to undergraduate elementary education programs. In this approach, called Ed+gineering, undergraduate elementary education majors team with undergraduate engineering majors to develop and teach engineering lessons to elementary students in out-of-school settings. In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths. The research team will study whether Ed+gineering is correlated with positive outcomes for the elementary education majors. They will also study whether and how the elementary education majors subsequently provide engineering instruction during their first year of licensed teaching. This project will advance knowledge by resulting in a model for teacher education that has the potential to improve future elementary teachers' confidence and ability to teach engineering. In turn, more elementary students may have opportunities to experience engineering as they discover how innovative applications of science can be used to solve problems in the world around them. Researchers at Old Dominion University will study whether a teacher preparation model is associated with positive outcomes for pre-service teachers while they are undergraduates and in their first year as professional teachers. Undergraduate elementary education majors and undergraduate engineering majors will work in interdisciplinary teams, comprised of four to six people, in up to three mandatory collegiate courses in their respective disciplinary programs. Each semester, these interdisciplinary teams will develop and teach a culturally responsive, engineering-based lesson with accompanying student materials during a field trip or after-school program attended by underrepresented students in fourth, fifth, or sixth grade. Using a quasi-experimental design with treatment and matched comparison groups, researchers will identify whether the teacher preparation model is associated with increased knowledge of engineering, beliefs about engineering integration, self-efficacy for engineering integration, and intention to integrate engineering, as determined by existing validated instruments as well as by new instruments that will be adapted and validated by the research team. Additionally, the researchers will follow program participants using surveys, interviews, and classroom observations to determine whether and how they provide engineering instruction during their first year as licensed teachers. Constant comparative analyses of these data will indicate barriers and enablers to engineering instruction among beginning teachers who participated in the Ed+gineering program. This project will result in an empirically-based model of teacher preparation, a predictive statistical model of engineering integration, field-tested engineering lesson plans, and validated instruments that will be disseminated widely to stakeholders.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. 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 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.

工程教育强调开发相关问题的创造性解决方案，是提高小学生对科学领域兴趣的一种有前途的方法。尽管有潜力，工程教育往往是缺席小学班，因为许多教师感到准备不足，将其融入他们的教学。本项目通过对本科基础教育课程的创新方法来解决这个问题。在这种方法中，称为艾德+garden，本科基础教育专业的团队与本科工程专业的开发和教工程课程的小学生在校外设置。在这个项目中，500多个基础教育专业将与工程专业合作，向来自代表性不足群体的1,600多名学生教授工程设计。这些基于标准的课程将强调学生提问，建设性的学生与学生的互动和工程设计过程，并将根据学生的兴趣和优势进行定制。研究小组将研究艾德+gesture是否与小学教育专业的积极成果相关。他们还将研究基础教育专业是否以及如何在第一年的许可教学中提供工程指导。该项目将通过建立一个教师教育模型来促进知识的发展，该模型有可能提高未来小学教师教授工程的信心和能力。反过来，更多的小学生可能有机会体验工程，因为他们发现科学的创新应用可以用来解决他们周围世界的问题。老自治领大学的研究人员将研究教师准备模式是否与职前教师在本科和专业教师第一年的积极成果有关。本科基础教育专业和本科工程专业将在跨学科团队中工作，由四到六人组成，在各自的学科课程中最多三门必修的大学课程。每学期，这些跨学科团队将开发和教一个文化响应，以工程为基础的课程，并在实地考察或课后计划期间由四，五，六年级的代表性不足的学生参加的学生材料。使用治疗和匹配的对照组的准实验设计，研究人员将确定教师准备模型是否与工程知识的增加，工程整合的信念，工程整合的自我效能，以及整合工程的意图相关，由现有的验证仪器以及将由研究团队调整和验证的新仪器确定。此外，研究人员还将通过调查、访谈和课堂观察来跟踪项目参与者，以确定他们是否以及如何在第一年作为持牌教师提供工程指导。这些数据的不断比较分析将表明的障碍和使能者之间的工程教学参加了艾德+gesture计划的开始教师。该项目将产生一个基于实验的教师准备模型，一个工程整合的预测统计模型，经过现场测试的工程课程计划，以及将广泛传播给利益相关者的经过验证的工具。发现研究K-12计划（DRK-12）旨在显著提高科学，技术，工程和数学（STEM）的preK-12学生和教师，通过研究和开发创新的资源，模型和工具。DRK-12项目中的项目建立在STEM教育的基础研究以及为拟议项目提供理论和经验依据的先前研究和开发工作的基础上。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

What do Undergraduate Engineering Students and Preservice Teachers Learn by Collaborating and Teaching Engineering and Coding through Robotics?

本科工程学生和职前教师通过机器人技术协作和教授工程和编码可以学到什么？

• DOI: 10.18260/1-2--35498
• 发表时间: 2020
• 作者: Dr. Jennifer Jill Kidd;Dr. Krishnanand Kaipa;Dr. Stacie I Ringleb;Dr. Pilar Pazos;Dr. Kristie Gutierrez;D. Ayala;D. Ayala;Dr. Lilian Maria;de Souza;Almeida;Dr. Lilian Almeida
• 通讯作者: Dr. Lilian Almeida

Enhancing Preservice Teachers’ Intention to Integrate Engineering through a Multi-Disciplinary Partnership (Evaluation)

增强职前教师通过多学科合作整合工程的意愿（评估）

• 发表时间: 2021
• 期刊: 2021 ASEE Virtual Annual Conference Content Access
• 作者: Cima, F.;Pazos, P.;Kidd, J. J.;Gutierrez, K. S.;Ringleb, S. I.;Ayala, O. M.;& Kaipa, K.
• 通讯作者: & Kaipa, K.

COVID-19 as a Magnifying Glass: Exploring the Importance of Relationships as Education Students Learn and Teach Robotics via Zoom

COVID-19 作为放大镜：探索教育学生通过 Zoom 学习和教授机器人技术时关系的重要性

• DOI: 10.7771/2157-9288.1350
• 发表时间: 2022
• 期刊: Journal of Pre-College Engineering Education Research (J-PEER
• 作者: Kidd, Jennifer;Kaipa, Krishnanand;Gutierrez, Kristie;Lee, Min Jung;Pazos, Pilar;Ringleb, Stacie I.
• 通讯作者: Ringleb, Stacie I.

Experiences during the implementation of two different project-based learning assignments in a fluid mechanics course

在流体力学课程中实施两个不同的基于项目的学习作业的经验

• 发表时间: 2022
• 期刊: 2022 American Society for Engineering Education (ASEE
• 作者: Ayala, O.

“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom

“放大”COVID-19 期间的机器人技术：一名职前教师、一名工程专业学生和一名五年级学生工程师通过 Zoom 观看机器人花

• 发表时间: 2020
• 期刊: SITE Interactive Online 2020 Conference
• 作者: Kidd, JJ: Kaipa;Gutierrez, K;Pazos, P;Ayala, OM;Ringleb, SI
• 通讯作者: Ringleb, SI