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: 10441260
• 负责人: Aaron Matthew Kyle
• 金额: $ 1.62万
• 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 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10441260
• 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 代表人数不足的少数群体和经济不利的学生的茎领域差异持续存在 尽管出现了许多正式和非正式的干预措施。 STEM身份 - 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。 身份对于中学的少数民族和女孩尤其重要（6 - 8年级）。提供中间 具有基于项目的经验的学校学生对员工的思维和实践挑战 对于STEM身份发展至关重要。创造这些机会的燃烧幅度很大 老师经常感到不足以传达这些概念，尤其是在教学工程和 工程设计，重点是广泛的下一代科学标准。这是 不幸的是，由于工程设计是STEM的一个令人兴奋的切入点，涉及询问，基于项目 学习，以及将技术技能和知识应用于现实世界中的问题。 香港制造商实验室为数百名高中学生提供了以工程设计为中心的教育 整个纽约市，并准备教师教授工程设计和成立设计 思考他们的实践。我们现在准备将我们的努力扩展到中学生和老师到 进一步推动代表性不足的少数族裔学生的茎机会 教育之旅。拟议计划的具体目的是： I.通过设计黑客马拉松为中学生提供早期的工程教育机会 除了继续年度香港制造商实验室外，这将在整个学年举行 高中生的夏季设计营。 ii。将香港制造商实验室老师培训扩展到中学教师以发展其工程 设计知识和自我有效，使他们可以将设计整合到指示中。 iii。培养一批高级“教师”的队列，他们高度擅长工程设计思维和 指导，可以通过专业发展研讨会向其他老师教设计思维。 香港制造商实验室将为老师和学生提供动手设计经验。学生参与者 将有机会设计解决问题的方法。与中学生合作将创建一个 正茎轨迹将导致该领域的多样性增加。参与的老师将收到 创新的培训经验，他们随后可以用来将工程设计整合到他们的 学校课程。最后，通过授权老师教他们的同事，我们将能够扩展这些 为更广泛的学生和教师努力，增加了我们的工程设计培训的影响和 支持潜水员STEM教育和专业社区的创建。