Hk Maker Lab 2.0: Inspiring Engineering Design Thinking in Grades 6 - 12 Students and Teachers

香港创客实验室2.0：启发6-12年级学生和教师的工程设计思维

• 批准号: 10216734
• 负责人: Aaron Matthew Kyle
• 金额: $ 26.27万
• 依托单位: COLUMBIA UNIV NEW YORK MORNINGSIDE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10216734
• 关键词: Adopted; Adoption; Area; Biotechnology; COVID-19 pandemic; Child; Communities; Course Content; Development; Diverse Workforce; Economically Deprived Population; Ecosystem; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Engineering; Fostering; Future Teacher; Goals; High School Faculty; High School Student; Instruction; Internships; Intervention; K-12 Faculty; Knowledge; Learning; Medical; Medicine; Middle School Faculty; Middle School Student; Minority; Minority Groups; New York City; Next Generation Science Standards; Outcome; Participant; Phase; Play; Process; Public Health; Research; Role; STEM career; STEM field; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Students; Teacher Professional Development; Technical Expertise; Testing; Thinking; Training; Training Support; Translating; Underrepresented Minority; Underrepresented Populations; base; career; cohort; college; combat; design; disadvantaged student; educational atmosphere; empowered; engineering design; experience; falls; girls; hackathon; improved; innovation; junior high school; open-ended problem; programs; project-based learning; prototype; science education; skills; student participation; summer program; teacher; underrepresented minority student

PROJECT SUMMARY Disparities persist in STEM fields for underrepresented minority and economically disadvantaged students despite the emergence of many formal and informal interventions. STEM identity – one’s view of themself as a scientist or engineer – plays a crucial role in students’ motivations to pursue STEM education and careers. Identity is particularly important for minorities and girls in middle school (Grades 6 – 8). Providing middle school students with project-based experiences that challenge them to employ STEM thinking and practices are essential in STEM identity development. The burden for creating these opportunities falls largely on teachers, who often feel ill-equipped to impart these concepts, especially in teaching engineering and engineering design, areas of emphasis in the widely-adopted Next Generation Science Standards. This is unfortunate because engineering design is an exciting entry point for STEM that involves inquiry, project-based learning, and the application of technical skills and knowledge to real-world problems. The Hk Maker Lab has provided engineering design-centric education to hundreds of high school students throughout New York City and has prepared teachers to teach engineering design and incorporate design thinking into their practice. We are now ready to extend our efforts to middle school students and teachers to further propel underrepresented minority students towards STEM opportunities at a crucial juncture in their educational journeys. The Specific Aims of the proposed program are to: I. Provide early engineering education opportunities to middle school students via Design Hackathons that will take place throughout the academic year in addition to continuing the annual Hk Maker Lab Summer Design Camp for high school students. II. Expand the Hk Maker Lab teacher training to middle school teachers to develop their engineering design knowledge and self-efficacy such that they can integrate design into their instruction. III. Cultivate a cohort of master ‘Teachineers’ who are highly adept in engineering design thinking and instruction, and can teach design thinking to other teachers via professional development workshops. The Hk Maker Lab will give both teachers and students hands-on design experiences. The student participants will have the opportunity to engineer solutions to problems. Working with middle school students will create a positive STEM trajectory that will result in increased diversity in the field. The participating teachers will receive an innovative training experience, which they can subsequently use to integrate engineering design into their school curricula. Finally, by empowering teachers to teach their colleagues, we will be able to scale these efforts to a wider range of students and teachers, increasing the impact of our engineering design training and supporting the creation of a diverse STEM education and professional community.

项目摘要 在STEM领域，代表性不足的少数民族和经济弱势学生的差异仍然存在 尽管出现了许多正式和非正式的干预措施。STEM身份-一个人对自己的看法 科学家或工程师-在学生追求STEM教育和职业的动机中起着至关重要的作用。 身份认同对于少数民族和中学女生（6 - 8年级）尤为重要。提供中间 学校的学生与项目为基础的经验，挑战他们采用干的思维和做法 在STEM身份发展中至关重要。创造这些机会的重担主要落在福尔斯身上 教师，谁往往觉得装备不足，传授这些概念，特别是在教学工程和 工程设计，广泛采用的下一代科学标准的重点领域。这是 不幸的是，工程设计是STEM的一个令人兴奋的切入点，涉及调查，基于项目的 学习，以及将技术技能和知识应用于现实世界的问题。 香港创客实验室已经为数百名高中生提供了以工程设计为中心的教育 在整个纽约市，并准备教师教工程设计和纳入设计 在实践中思考。我们现在准备把我们的努力扩大到中学生和教师， 进一步推动代表性不足的少数民族学生在关键时刻获得STEM机会， 教育之旅拟议方案的具体目标是： I.通过Design Hackathon为中学生提供早期工程教育机会 这将在整个学年进行，除了继续每年的香港制造商实验室， 高中生暑期设计营。 二.将Hk Maker Lab教师培训扩大到中学教师，以发展他们的工程 设计知识和自我效能感，使他们能够将设计融入他们的教学。 三.培养一批精通工程设计思维、 指导，并可以通过专业发展研讨会向其他教师教授设计思维。 香港创客实验室将为教师和学生提供动手设计体验。学生参与者 将有机会设计解决问题的方案。与中学生一起工作将创造一个 积极的STEM轨迹将导致该领域的多样性增加。参与的教师将获得 一个创新的培训经验，他们可以随后使用集成工程设计到他们的 学校课程。最后，通过授权教师教他们的同事，我们将能够扩大这些 努力更广泛的学生和教师，增加我们的工程设计培训的影响， 支持创建多元化的STEM教育和专业社区。