A Virtual Project-Based Learning Sandbox for Mimetics and Medically Inspired Classroom Engineering (MiMICRE)

用于模仿和医学启发课堂工程的基于虚拟项目的学习沙盒 (MiMICRE)

• 批准号: 10254459
• 负责人: Christopher Eldon Whitmer
• 金额: $ 25.21万
• 依托单位: PARAMETRIC STUDIO, INC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10254459
• 关键词: 3-Dimensional; 3D Print; Achievement; Address; African American; Algebra; Biology; Biomedical Engineering; Biomimetics; Collaborations; Communities; Computer Analysis; Computer software; Computer-Aided Design; Consumption; Critical Thinking; Data; Disadvantaged; Educational Assessment; Educational Curriculum; Electromagnetics; Employment; Engineering; Environment; Evaluation; Failure; Foundations; Future Teacher; Geometry; Goals; Health Sciences; High School Student; Hispanic Americans; Individual; Industry; Instruction; K-12 student; Knowledge; Lasers; Learning; Liquid substance; Mathematics; Measures; Medical; Modeling; Morphologic artifacts; Motion; Occupations; Online Systems; Outcome; Patient Self-Report; Phase; Physics; Population Heterogeneity; Printing; Problem Solving; Prosthesis Design; Questionnaires; Research; Resources; STEM career; School-Age Population; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Small Business Innovation Research Grant; Software Engineering; Solid; Structure; Students; System; Teacher Professional Development; Testing; Time; Underrepresented Populations; Woman; Work; base; career; cost; cost effective; design; digital; engineering design; essays; experience; fitness; gaming environment; high school; improved; improved outcome; industry partner; innovation; interest; learning strategy; mathematical ability; mathematical difficulties; mathematical sciences; mathematics content; mimetics; multidisciplinary; peer; phase 1 testing; precalculus; programs; project-based learning; prototype; real world application; response; simulation; simulation game; skills; software development; student participation; success; tool; training project; twelfth grade; usability; virtual; virtual environment

Abstract: The US has many more health science STEM jobs available than qualified workers to do them. We also lag other OECD nations in math and science skills. Better STEM education is needed that engages, prepares, and inspires K-12 students—especially under-represented groups. 21st Century STEM jobs require solid STEM content knowledge along with problem-solving/critical thinking skills and teamwork. Collaborative, game-based bioengineering learning experiences have the potential to meet these STEM-related needs and to prepare more people of all types for health science jobs. However, innovations are required to boost implementation, reduce cost, and enhance authenticity/realism and K-12 student engagement. A key aspect of our STEM deficit is our failure to give students foundational math/science skills and to convey their real-world relevance. Project-based learning (PBL) and engineering in K-12 can achieve this, but is currently limited by instructional time, teacher training, project resource costs, and difficulty in evaluating engaging, project-based experiences. Research shows that team STEM collaboration and application to community problems improve STEM outcomes—especially for under-represented groups. Yet access to programs and experiences that meld these two features with instruction is limited; common PBL lacks sufficient realism for upper-level high school learning; and innovative, cost-effective solutions that are self-paced, easy to implement, and that support collaboration are not yet available. In response to these needs, this multi-phase SBIR project will capitalize on strong preliminary work/data to develop, validate, and commercialize a game-based bioengineering tool called Mimetics and Medically Inspired Classroom Engineering (MiMCRE). As envisioned, it will employ applied math and science in the design, analysis, and simulation of bioengineering- and biomimicry-focused projects. Students will collaboratively design prosthetics, apply math and science models to evaluate them, and then 3D-print and test outcomes in the real world. MiMICRE will be sold into high school, post-secondary, and informal Ed. markets. Our STEM application team will work with bioengineering, diversity, and evaluation consultants and engineering software industry partners to pursue three proof-of-concept Phase I Aims: 1) Show the feasibility of integrating commercial tools for CAD and computational analysis with a game-based bioengineering environment for STEM; 2) Show the functionality of a biomedical engineering project in MiMICRE to engage teams of students, support prototyping, and connect to NGSS and CCSS math standards; and 3) Test MiMICRE with students. Success in verifying usability via a System Usability Score, feasibility of implementation by completing challenges during typical class sessions, and time, support for effective collaboration using group interaction and digital design- sharing, and improved outcomes with statistically significant knowledge increases will set the stage for a larger Phase II demonstration—during which we will add to the diversity of biomimetic/bioengineering projects, add support for post-secondary applications, refine the prototype, and conduct more-rigorous MiMICRE evaluation.

翻译后摘要：美国有更多的健康科学STEM工作比合格的工人做他们。我们 在数学和科学技能方面也落后于其他经合组织国家。需要更好的STEM教育， 准备，并激励K-12学生，特别是代表性不足的群体。21世纪世纪STEM工作需要 扎实的STEM内容知识，沿着解决问题/批判性思维能力和团队合作。协作， 基于游戏的生物工程学习体验有可能满足这些STEM相关需求， 让更多的各类人从事健康科学工作。然而，需要创新来促进 实施，降低成本，提高真实性/现实性和K-12学生的参与度。的一个关键方面 我们的STEM赤字是我们未能给予学生基本的数学/科学技能，并传达他们的现实世界 本案无关基于项目的学习（PBL）和K-12工程可以实现这一点，但目前受到限制， 教学时间，教师培训，项目资源成本，以及评估参与，基于项目的困难 经验研究表明，团队STEM协作和社区问题的应用可以提高 STEM成果-特别是对于代表性不足的群体。然而，获得项目和体验， 这两个特点与教学是有限的，普通PBL缺乏足够的现实性，为高层次的高中 学习;以及创新的、具有成本效益的解决方案，这些解决方案是自定进度的、易于实施的， 目前还没有合作。为了满足这些需求，该多阶段SBIR项目将利用 强大的初步工作/数据，以开发，验证和商业化基于游戏的生物工程工具，称为 模仿和医学启发课堂工程（MiMCRE）。按照设想，它将采用应用数学 生物工程和仿生学项目的设计，分析和模拟科学。学生 将合作设计假肢，应用数学和科学模型来评估它们，然后3D打印， 在真实的世界中测试结果。MiMICRE将销售到高中，中学后和非正式教育市场。 我们的STEM应用团队将与生物工程，多样性和评估顾问和工程师合作 软件行业合作伙伴追求三个概念验证阶段I的目标：1）展示集成的可行性 用于CAD和计算分析的商业工具，以及基于游戏的STEM生物工程环境; 2)在MiMICRE中展示生物医学工程项目的功能，以吸引学生团队，支持 原型设计，并连接到NGSS和CCSS数学标准;和3）与学生一起测试MiMICRE。成功 通过系统可用性评分验证可用性，通过完成 典型的课堂会话和时间，支持使用小组互动和数字设计进行有效协作- 共享和改进的成果，以及统计上显著的知识增长，将为更大的 第二阶段示范-在此期间，我们将增加仿生/生物工程项目的多样性， 支持高等教育应用，完善原型，并进行更严格的MiMICRE评估。