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EAGER: New possibilities for broadening the impacts of middle school engineering through a partnership between teachers and underrepresented minority engineering college students

EAGER：通过教师与代表性不足的少数族裔工程学院学生之间的合作，扩大中学工程影响力的新可能性

基本信息

批准号：
1932739
负责人：
Meredith Kier
金额：
$ 29.65万
依托单位：
College of William and Mary
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1932739&HistoricalAwards=false
关键词：
EAGER New possibilities broadening impacts

项目摘要

Many schools include engineering design tasks in the science curriculum as one way to provide opportunities for middle school students to contribute to finding solutions to real-world problems. However, students who attend high needs schools often have few opportunities to make such contributions. This condition exists because sometimes teachers in high needs schools have difficulty creating learning environments where students feel confident enough to engage in the engineering design process. This exploratory project will address this issue by looking at whether pairing middle school teachers with undergraduate engineering students increases teachers' capacity to create this type of learning environment. It will use a collaborative incubator model to examine pair interactions and document when and under what conditions knowledge creation and transfer might take place. The study will address a gap in the literature where few studies have expressly looked at the use of undergraduate engineers from this viewpoint. It will initiate the development of a pathway towards a deeper understanding about how to improve teachers' knowledge and skills such that they can implement these types of activities on their own. A case study design will capture information about the project through interviews, classroom observations, videos, audio recordings, and think-aloud protocols. Information from these data sources will advance understanding regarding prior experiences, individual beliefs and approaches about facilitating engineering design tasks in high needs schools. Different strategies for analyzing data will be used to establish a baseline for teachers and undergraduate engineering students to maximize potential growth with respect to the design process through pairing of the study subjects. Specifically, discourse analysis will be used to code instances when tacit knowledge of pair members combines to produce scaffolding questions and directions that promote creative problem solving during each stage of the design process. This step will also be used to corroborate verbal profile analysis and select cases that highlight exemplary collaborations between teachers and undergraduate engineering students. It will further help track changes in culture, language, and norms within the pairing over time. Outcomes will include information about whether meaningful transfer of knowledge and skills might occur within teacher-engineering student pairing in contextually rich ways that inform change at the classroom level.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.

许多学校在科学课程中包括工程设计任务，作为为中学生提供机会的一种方式，以帮助他们找到解决现实世界问题的方法。然而，就读高需求学校的学生往往很少有机会做出这样的贡献。这种情况的存在是因为有时高需求学校的教师很难创造学习环境，让学生有足够的信心参与工程设计过程。这个探索性的项目将通过研究中学教师与本科工程专业学生的配对是否能提高教师创造这种学习环境的能力来解决这个问题。它将使用一个合作孵化器模型来检查配对互动，并记录何时以及在何种条件下可能发生知识创造和转移。这项研究将解决文献中的空白，很少有研究明确地从这个角度来看本科工程师的使用。它将启动一个途径，以更深入地了解如何提高教师的知识和技能，使他们能够自己开展这些类型的活动。案例研究设计将通过访谈、课堂观察、视频、录音和有声思维协议来获取有关项目的信息。来自这些数据源的信息将促进对先前经验，个人信念和方法的理解，促进高需求学校的工程设计任务。分析数据的不同策略将被用来建立一个基线的教师和本科工程专业的学生，以最大限度地提高潜在的增长方面的设计过程中，通过配对的研究对象。具体而言，话语分析将被用来编码的情况下，当对成员的隐性知识结合起来，以产生脚手架问题和方向，促进创造性的问题解决在设计过程的每个阶段。这一步也将被用来证实口头概况分析和选择的情况下，突出教师和本科工程专业学生之间的示范合作。它将进一步帮助跟踪随着时间的推移，配对中的文化，语言和规范的变化。结果将包括有关是否有意义的知识和技能的转移可能发生在教师工程学生配对的上下文丰富的方式，告知在课堂上的变化。这个奖项反映了NSF的法定使命，并已被认为是值得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的支持。