Collaborative Research: Preparing Students for the New Manufacturing Economy: An Integrative Learning Approach

合作研究：让学生为新制造经济做好准备：综合学习方法

• 批准号: 1949439
• 负责人: Francis Quek
• 金额: $ 119万
• 依托单位: Texas A&M University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1949439&HistoricalAwards=false
• 关键词: Collaborative; Research; Preparing; Students; New

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase student motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). The project is designed to prepare students for the future world of work that will require them to develop and integrate multiple areas of skill and knowledge that can be flexibly deployed across widely varying and ever-changing work requirements. The current education system emphasizes the development of skills and knowledge within specific disciplines, which does not reflect the multidisciplinary nature of future work. The project investigates a 2-year Career and Technical Education (CTE) learning experience that integrates knowledge and skills across multiple technology areas with authentic tasks. This model of learning dovetails with a vision of future work that favors individuals who are flexible and innovative with a holistic understanding of a range of technologies. The CTE learning experience will enhance students' technology literacy, career preparedness, growth mindset, and sense of STEM (Science, Technology, Engineering and Mathematics) identity. In the first semester of their Junior year, students will focus on learning three basic technologies (3D design and fabrication, microcontroller-based electronics and computer programming). Students will then apply these technologies in project-based learning cycles where they will prepare educational science kits and deploy them in local elementary school classes. As high school Seniors, students will move on to innovation and entrepreneurship through a series of graduated design and innovation challenges. Local business and manufacturing representatives will provide talks, site visits and challenge problems to add authenticity and provide roles models to the students. The research will contribute to the understanding of how an integrated learning model supports student development of holistic technology understanding and STEM identities. In CTE, the project will advance knowledge regarding how curricula may be designed to effectively prepare high school students for future careers in engineering innovation and design. The project will also contribute to the understanding of how identities are formed in STEM, especially for students from underrepresented populations. Rubrics, theoretically grounded questionnaires, video analysis, and interviews will be used to assess both learning and identity formation. Students who do not take part in the CTE course will serve as the comparison group. The project will have a number of broader impacts. The project will directly serve students in an economically disadvantaged school district with predominantly Latinx and African American students and prepare them for the future world of work. The CTE curricula developed by the project will be disseminated through a web resource that will enable other schools and researchers to implement similar programs. Undergraduate and graduate students from different disciplines (e.g., computer science, industrial engineering, psychology, and education) will mentor and gain practical experiences by working in high school CTE classrooms that serve predominantly underrepresented communities. Project research will be published in journals and conferences reaching both researchers and practitioners of the various fields representedThis 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.

该项目将促进学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而提高学生动机和能力，从而从事科学，技术，工程或数学（STEM）领域的职业。该项目旨在为学生准备未来的工作世界，这将要求他们发展和整合多个技能和知识领域，这些技能和知识可以灵活地部署在广泛变化和不断变化的工作要求中。当前的教育体系强调特定学科中技能和知识的发展，这并不反映未来工作的多学科性质。该项目调查了2年的职业和技术教育（CTE）学习经验，该学习经验将多个技术领域的知识和技能与真实的任务相结合。这种学习模式与未来的工作愿景相吻合，这些工作有利于灵活和创新的个人，并对各种技术有整体的理解。 CTE学习经验将增强学生的技术素养，职业准备，成长心态以及STEM（科学，技术，工程和数学）身份。 在大三的第一学期中，学生将专注于学习三种基本技术（3D设计和制造，基于微控制器的电子产品以及计算机编程）。 然后，学生将把这些技术应用于基于项目的学习周期中，他们将准备教育科学套件并将其部署在当地的小学课程中。作为高中生，学生将通过一系列分级设计和创新挑战继续进行创新和企业家精神。 当地的企业和制造代表将提供谈判，现场访问和挑战问题，以增加真实性并为学生提供角色模型。 这项研究将有助于理解综合学习模型如何支持学生发展整体技术理解和STEM身份的发展。在CTE中，该项目将促进有关如何设计课程的知识，以有效地为高中生准备工程创新和设计的未来职业。该项目还将有助于理解STEM中身份的形成方式，尤其是对于代表人群不足的学生。专栏，理论上扎根的问卷，视频分析和访谈将用于评估学习和身份形成。不参加CTE课程的学生将作为比较组。该项目将产生更广泛的影响。该项目将直接为经济弱势的学区提供服务，主要是拉丁裔和非裔美国人的学生，并为未来的工作世界做好准备。该项目开发的CTE课程将通过Web资源进行传播，这将使其他学校和研究人员能够实施类似的计划。来自不同学科的本科生和研究生（例如计算机科学，工业工程，心理学和教育）将通过在高中CTE教室中工作，这些教室主要服务于代表性不足的社区，并获得实践经验。项目研究将在期刊和会议上发表，以触及各个领域的研究人员和从业人员，代表这一奖项反映了NSF的法定使命，并使用基金会的知识分子优点和更广泛的影响审查标准，认为值得通过评估来获得支持。