Integrating Inquiry-Based and Project-Based Learning in the Preservice STEM Teacher Curriculum

将探究式学习和项目式学习融入职前 STEM 教师课程

基本信息

  • 批准号:
    2215770
  • 负责人:
  • 金额:
    $ 30万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-10-01 至 2025-09-30
  • 项目状态:
    未结题

项目摘要

This project aims to serve the national interest by preparing secondary school teachers to expose students to the field of engineering. Nationally, less than fifty percent of the students who enroll in engineering disciplines complete the program. Most of these students drop out of their engineering programs during the first two years, and there is no indication that this trend will slow down in the near future. This project addresses this downward trend by focusing on preparing engineers to be K-12 teachers who will expose students to engineering concepts and designs from an early age. Having engineers in the K-12 classroom should allow children to learn math, physical science, engineering and technology concepts and principles in ways that allow them to connect “abstract ideas” to the world in which they live and with what they desire to learn. Researchers have identified this approach as an effective way to address the challenges and continually growing need for a skilled Science, Technology, Engineering and Mathematics (STEM) workforce. This project hopes to produce highly trained engineers to teach in secondary school classrooms. The broader impact of this project is the development of teachers who are innovative, pedagogically trained, and qualified engineers who place a high priority on hands-on learning and student engagement. These teachers will be better equipped to assist in laying the foundation in the preparation of the next generation of the STEM workforce.The main objective of this project is to train STEM preservice teachers to effectively utilize inquiry-based and project-based learning in the secondary (middle and high school) classroom. The project will pilot a set of evidence-based interventions to promote innovation and novel engineering hands-on activities to accomplish this objective. These interventions are (i) applied research training, (ii) professional development training program in engineering design and makerspaces, (iii) intensive student engagement in engineering design projects, (iv) mentoring support, and (v) a set of well-structured early field teaching experiences. These interventions will be integrated and offered to students as research experience credit. This intervention plan will serve as a model for developing preservice STEM teachers trained in engineering/engineering technology. Pedagogical training should enable these preservice teachers to translate complex theory into age-appropriate hands-on learning activities, such as robot building. The participants of this project will be knowledgeable in inquiry-based learning and how to apply it to be an effective teacher in the 21st century STEM classroom. This project hopes to generate knowledge that will shed light on the factors that contribute to the development of preservice teachers’ self-efficacies in integrating new technology into pedagogical practice. The findings will contribute to the body of knowledge in preservice STEM teacher preparation programs by identifying and assessing a set of pedagogical and professional training activities that produce effective STEM teachers. Materials developed and lessons learned will influence the adoption of similar programs nationwide. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. Partial funding for the project is from the Robert Noyce Teacher Scholarship program.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.
该项目旨在通过培养中学教师使学生接触工程领域来服务于国家利益。 在全国范围内,不到百分之五十的学生谁在工程学科注册完成该计划。这些学生中的大多数在头两年就从工程专业退学,而且没有迹象表明这种趋势在不久的将来会减缓。该项目通过专注于准备工程师成为K-12教师来解决这一下降趋势,这些教师将让学生从小接触工程概念和设计。在K-12教室里有工程师应该让孩子们学习数学,物理科学,工程和技术的概念和原则,让他们把“抽象的想法”与他们生活的世界和他们想要学习的东西联系起来。研究人员已经确定这种方法是应对挑战的有效方法,并且对熟练的科学,技术,工程和数学(STEM)劳动力的需求不断增长。该项目希望培养出训练有素的工程师,在中学课堂上任教。这个项目的更广泛的影响是谁是创新的,教学培训的教师和合格的工程师谁把动手学习和学生参与的高度优先发展。该项目的主要目标是培训STEM专业教师,使他们能够在中学(初中和高中)课堂上有效地利用基于探究和基于项目的学习方式。该项目将试行一套循证干预措施,以促进创新和新的工程实践活动,以实现这一目标。这些干预措施是(i)应用研究培训,(ii)工程设计和创客空间的专业发展培训计划,(iii)学生密集参与工程设计项目,(iv)指导支持,以及(v)一套结构良好的早期现场教学经验。这些干预措施将被整合并提供给学生作为研究经验学分。 该干预计划将作为培养受过工程/工程技术培训的副STEM教师的模式。教学培训应该使这些副教授能够将复杂的理论转化为适合年龄的动手学习活动,例如机器人制造。该项目的参与者将了解基于探究的学习以及如何将其应用于21世纪STEM课堂的有效教师。本研究希望借由本研究的成果,了解在将新科技融入教学实践时,影响在职教师自我效能发展的因素。调查结果将有助于知识体系的副作用干教师准备计划,通过确定和评估一套教学和专业培训活动,产生有效的干教师。编写的材料和吸取的经验教训将影响在全国范围内采用类似方案。NSF IUSE:EHR计划支持研究和开发项目,以提高所有学生STEM教育的有效性。通过学生的学习轨道,该计划支持创建,探索和实施有前途的做法和工具。该项目的部分资金来自罗伯特·诺伊斯教师奖学金计划。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。

项目成果

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Garth Crosby其他文献

Garth Crosby的其他文献

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{{ truncateString('Garth Crosby', 18)}}的其他基金

BCSER: Exploring Faculty Perception and Self-efficacy in Lab-intensive Online Courses
BCSER:探索实验室密集型在线课程中的教师认知和自我效能
  • 批准号:
    2126023
  • 财政年份:
    2021
  • 资助金额:
    $ 30万
  • 项目类别:
    Standard Grant

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