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Exploring changes in teachers' engineering design self-efficacy and practice through collaborative and culturally-relevant professional development

通过协作和文化相关的专业发展探索教师工程设计自我效能和实践的变化

基本信息

批准号：
2010169
负责人：
Frank Bowman
金额：
$ 44.98万
依托单位：
University of North Dakota Main Campus
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010169&HistoricalAwards=false
关键词：
Exploring changes teachers engineering design

项目摘要

Promoting diverse, inclusive and equitable participation in engineering design education at the elementary and middle school levels is important for a number of reasons. In addition to benefits of a diverse STEM workforce to industry and the economy, youth are better able to make informed decisions about pursuing STEM degrees and STEM career pathways and youth are able to develop critical thinking and problem solving skills that allow them to be creative and innovative problem solvers. However, for youth to participate in inclusive and equitable engineering design experiences in elementary and middle schools settings, teachers need opportunities to develop engineering content knowledge, pedagogical content knowledge, and strategies for culturally-relevant teaching. In this project, investigators from the University of North Dakota develop, evaluate, and implement an on-going, collaborative professional development program designed to support teachers in teaching engineering design to 5th-8th grade students in rural and Native American communities. The project advances the understanding of teacher training in K-12 engineering education and more specifically culturally-relevant engineering design education for 5th-8th grade students. The program design is guided by principles from Bandura's Social Learning Theory, Gladson-Billing’s culturally-relevant teaching, and Gay’s cultural-responsive teaching. The project combines promising, but often isolated, elements from previous engineering education professional development to give teachers a) pedagogical and content knowledge, b) culturally-relevant pedagogy that is inclusive of indigenous students, c) a supportive professional learning community, d) examples of project-based engineering problems implemented in real classrooms, e) extended scaffolded practice with their own classroom engineering tasks, and f) on-going support. The program is designed for teachers in rural and tribal schools with curricular materials developed collaboratively with community input to specifically address their community's unique needs. The project research team, guided by a diverse advisory board, will collect both quantitative and qualitative data in the forms of surveys, interviews, and videotaped observations to determine if and how the project is affecting classroom engineering instruction and pedagogy, as well as the sense of competence and self-efficacy of the teacher participants. The classroom engineering tasks created through this project, especially those developed to be specifically relevant to Native American and rural student populations, will be promoted and made available to other teachers through a project website, teaching practice journals, and teacher conferences.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.

促进小学和中学阶段工程设计教育的多样性、包容性和公平参与是重要的，原因有很多。除了多样化的STEM劳动力对工业和经济的好处外，青年人还能够更好地就攻读STEM学位和STEM职业道路做出明智的决定，青年人能够发展批判性思维和解决问题的技能，使他们成为创造性和创新性的问题解决者。然而，对于青年参与包容性和公平的工程设计经验，在小学和中学的设置，教师需要有机会发展工程内容的知识，教学内容的知识，并为文化相关的教学策略。在这个项目中，来自北达科他州大学的研究人员开发，评估和实施了一个持续的，协作的专业发展计划，旨在支持教师在农村和美洲原住民社区向5 - 8年级的学生教授工程设计。该项目促进了对K-12工程教育教师培训的理解，更具体地说，是对5 - 8年级学生的文化相关工程设计教育。课程设计以班杜拉的社会学习理论、格拉森-比林的文化相关教学和盖伊的文化回应教学为指导。该项目结合了以前工程教育专业发展中有前途但往往是孤立的因素，为教师提供：a）教学和内容知识，B）包括土著学生在内的文化相关教学法，c）支持性专业学习社区，d）在真实的教室中实施的基于项目的工程问题实例，e）扩大脚手架式实践，让教师自己完成课堂工程任务，（四）持续支持。该方案是为农村和部落学校的教师设计的，课程材料是与社区投入合作开发的，以专门满足他们社区的独特需求。该项目的研究小组，由一个多样化的咨询委员会的指导下，将收集定量和定性的数据，调查，访谈和录像观察的形式，以确定该项目是否以及如何影响课堂工程教学和教学法，以及能力和自我效能感的教师参与者。通过该项目创建的课堂工程任务，特别是那些专门针对美国土著和农村学生群体开发的任务，将通过项目网站，教学实践期刊和教师会议推广并提供给其他教师。发现研究preK-12计划（DRK-12）旨在显着提高科学，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。