Collaborative Research: Design Talks: Building Community with Elementary Engineering

合作研究：设计讲座：用基础工程构建社区

• 批准号: 2010139
• 负责人: Chelsea Andrews
• 金额: $ 28.48万
• 依托单位: Tufts 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: 2020-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010139&HistoricalAwards=false
• 关键词: Collaborative; Research; Design; Talks; Building

Inclusion of engineering design activities in elementary classrooms has become increasingly common, and teachers are becoming more comfortable with the basics of teaching engineering. There is now a need and an opportunity to understand different approaches teachers can take to support students to deepen their understanding of engineering design content knowledge and engineering practices. While many existing approaches to preK-12 engineering education emphasize problem solving and the development of engineering solutions, this project also explores how classroom conversations can engage children in making sense of the problems that they are addressing and foregrounding ethics while making design decisions. To provide children with opportunities to engage in rich classroom conversations, the project team uses a community-based engineering curricular approach, where students address problems that affect their local school communities. The discussion-focused, community-based engineering curricular approach has promise in providing opportunities for children to practice sense-making and decision-making skills and also develop a perspective of care as central to engineering design work. To accomplish this project, the researchers extend an ongoing partnership with two elementary teachers to implement the discussion-rich community-based engineering curricular approach and collect video-recordings of the elementary students’ engineering design conversations. The videos will be analyzed using discourse analysis to generate evidence-based theory on the characteristics and dynamics of classroom talk that support elementary students’ knowledge construction in engineering design contexts, as well as theory on how teachers prompt them and elicit meaningful participation from all students. By providing additional resources and an intellectual framework for investigating and prompting meaningful disciplinary discourse in engineering design, the project will support the two partner teachers to apprentice eight of their colleagues over three years into the work of community-based engineering and design talk. This collaboration will develop resources that will support teachers and students to engage in more caring, ethical discourse around design. Specifically, the project team will create an online video library of design talk resources for grade 1-6 classroom teachers. The “Design Talk” website will enable elementary teachers to see distinctly different kinds of classroom conversations that make elementary engineering a site for students not just to build products, but also to build knowledge.The Discovery Research preK-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.

在小学教室中包括工程设计活动已经变得越来越普遍，并且教师对教学工程的基础知识变得越来越舒适。现在有必要和机会了解教师可以采取的不同方法来支持学生加深对工程设计内容知识和工程实践的理解。虽然许多现有的PreK-12工程教育紧急问题解决问题和工程解决方案的开发方法，但该项目还探讨了课堂对话如何使孩子们了解他们在做出设计决策的同时解决的问题和解决道德问题。为了为儿童提供参与丰富课堂对话的机会，项目团队采用了一种基于社区的工程课程方法，学生可以解决影响其当地学校社区的问题。以讨论为中心的，基于社区的工程课程方法有望为儿童提供练习理解和决策能力的机会，并发展出护理的视角，这是工程设计工作的核心。为了完成该项目，研究人员扩展了与两位基本教师的持续合作伙伴关系，以实施富含讨论的基于社区的工程课程方法，并收集基础学生工程设计对话的视频录音。这些视频将使用话语分析进行分析，以生成有关课堂谈话的特征和动态的基于证据的理论，这些理论支持基本学生在工程设计环境中的知识构建以及有关教师如何提示他们并引起所有学生有意义参与的理论。通过提供其他资源和智力框架，用于调查和促使工程设计中有意义的学科论述，该项目将支持两位合作伙伴老师在三年内完成基于社区的工程和设计演讲的工作。这项合作将开发资源，以支持教师和学生对设计进行更多关怀，道德的论述。具体来说，项目团队将为1 - 6年级的课堂老师创建一个在线视频库，以设计设计谈话资源。 The “Design Talk” website will enable elementary teachers to see distinctly different kinds of classroom conversations that make elementary engineering a site for students not just to build products, but also to build knowledge.The Discovery Research preK-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. DRK-12计划中的项目基于STEM教育和先前的研发工作的基础研究，为拟议项目提供了理论和经验的理由。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来支持的珍贵支持。

项目成果

“Should we build this?”: Student reasoning in intentionally facilitated socio-technical design talks

“我们应该构建这个吗？”：学生在有意促进的社会技术设计演讲中进行推理

• 发表时间: 2022
• 期刊: ASEE Annual Conference proceedings
• 作者: Wendell, K.;Watkins, J.;Andrews, C;De Lucca, N.;Pangan, T. J.;Woodcock, R.
• 通讯作者: Woodcock, R.