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.

将工程设计活动纳入小学课堂已经变得越来越普遍，教师们也越来越熟悉工程教学的基础知识。现在有必要也有机会了解教师可以采取的不同方法，以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pre -12工程教育方法强调解决问题和开发工程解决方案，但该项目还探讨了课堂对话如何让孩子们理解他们正在解决的问题，并在做出设计决策时突出伦理道德。为了让孩子们有机会参与丰富的课堂对话，项目团队采用以社区为基础的工程课程方法，让学生们解决影响当地学校社区的问题。以讨论为中心，以社区为基础的工程课程方法有希望为孩子们提供实践意义和决策技能的机会，并培养一种将关怀作为工程设计工作核心的观点。为了完成这个项目，研究人员扩展了与两位小学教师的持续合作，以实施讨论丰富的社区工程课程方法，并收集小学生工程设计对话的视频记录。我们将使用话语分析来分析这些视频，以生成基于证据的理论，分析支持小学生在工程设计情境下进行知识建构的课堂谈话的特征和动态，以及教师如何引导课堂谈话并促使所有学生有意义参与的理论。通过提供额外的资源和智力框架来调查和促进工程设计中有意义的学科话语，该项目将支持两位合作教师在三年内将他们的八名同事培养成以社区为基础的工程和设计谈话的学徒。这项合作将开发资源，支持教师和学生围绕设计进行更有爱心、更合乎道德的讨论。具体而言，项目组将为1-6年级的课堂教师创建一个设计讲座资源的在线视频库。“设计谈话”网站将使小学教师能够看到不同类型的课堂对话，使小学工程成为学生不仅仅是制造产品的网站，也是建立知识的网站。探索研究preK-12项目（DRK-12）旨在通过研究和开发创新资源、模型和工具，显著提高preK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和实证依据。该奖项反映了美国国家科学基金会的法定使命，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

“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.