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

项目总结 在STEM领域，代表不足的少数族裔和经济困难学生的差距依然存在 尽管出现了许多正式和非正式的干预措施。主干身份--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。 对于少数民族和中学(6-8年级)的女孩来说，身份认同尤为重要。提供中间人 具有基于项目的经验的学校学生，这些经验挑战他们使用STEM思维和实践 在STEM身份发展中是必不可少的。创造这些机会的重担主要落在 教师，他们经常感到没有能力传授这些概念，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中的重点领域。这是 不幸的是，工程设计是STEM的一个令人兴奋的入口点，它涉及基于项目的询问 学习，以及将技术技能和知识应用于现实世界的问题。 香港制造实验室为数百名高中生提供以工程设计为中心的教育 已经准备好了教授工程设计和整合设计的教师 思考他们的实践。我们现在准备将我们的努力延伸到中学生和教师，以 进一步推动未被充分代表的少数族裔学生在其 教育之旅。拟议方案的具体目标是： 通过设计黑客马拉松为中学生提供早期工程教育机会 除了继续一年一度的香港制造者实验室外，这将在整个学年进行 高中生夏令营。 II.将HK Maker Lab教师培训扩展至中学教师，发展他们的工程能力 设计知识和自我效能感，使他们能够将设计融入到他们的教学中。 三、培养一批精通工程设计思维、精通工程设计的大师级教师队伍 并可通过专业发展研讨会向其他教师传授设计思维。 HK Maker Lab将为教师和学生提供实践设计体验。学生参与者 将有机会设计出解决问题的方案。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。参赛教师将获得 创新的培训体验，他们随后可以使用该体验将工程设计整合到他们的 学校课程。最后，通过授权教师教授他们的同事，我们将能够扩展这些 努力向更广泛的学生和教师，增加我们对工程设计培训的影响和 支持创建多元化的STEM教育和专业社区。

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.