Teacher Inservice Program in Technological Literacy and Engineering Concepts

斯托尼布鲁克的纽约州立大学将进行一次 为期三年的项目，以提高40名科学教师，40 技术/工程教师，20名数学教师 和20名教师领导（比例相同）， 技术素养和能够实施上下文 在高中数学中的学习经验， 科学和工程课程。 技术系统和相关工程的研究 概念将提供一种方法，使科学和 数学在高中更有意义和吸引力 教育 一个经过测试和出版的"原则， 工程"一年课程的教学大纲， 工程案例研究的相关专著将 作为课程教材的主体， 三个基于视频的动机和职业探索 教学包。 教师实施和 资源指南将与 项目 教师参与者和领导团队， 16个国家将是产生， 评论、测试和完善编辑的指南， 由数学家的项目工作人员制作， 科学家、技术人员、数学和科学 来自纽约州立大学斯托尼布鲁克的教育专家;数学， 来自纽约学校的科学和技术教师。 第一年来自纽约的50名教师， 25名来自纽约，25名来自其他五个州。 第二年将在为期三周的夏季工作坊的经验 课堂演示并参与动手操作 实验室经验，拓宽他们的背景， 技术/工程，应用物理，生物学，和 化学，以及代数的数学主题， 三角学几何学和离散数学 两者 大学和学校的工作人员将促进这些 学习活动。教学特点包括： 教师（a）学习如何使用合作学习 “工程原理”课程中的策略， (b)发展一种建构主义的方法来帮助 学生学习数学、科学和技术。五 两人领导团队（一名任课教师，一名 学院/大学/区域教育顾问）将加入 暑假第三周的班主任 在头两年的每一年，这十个团队 加入来自十个新州的十个新的这样的团队， 第三个夏天的一周讲习班，以完成指南， 评价输入与会者的区域集团 教师和领导团队将在 领导团队顾问的学院/大学 在学年期间开展后续活动。 一个 评估将监测项目的所有方面，包括 有效利用项目课程材料， 在课堂上的教学技巧。 纽约州立大学在斯托尼布鲁克的成本分摊占5.4%， 国家科学基金会的预算捐款。

State University of New York at Stony Brook will conduct a three-year project to enhance 40 science teachers, 40 technology/engineering teachers, 20 mathematics teachers and 20 teacher-leaders (in the same ratio) to become more technologically literate and able to implement contextual learning experiences in their high school mathematics, science and engineering courses. The study of technological systems and related engineering concepts will provide an approach to make science and mathematics more meaningful and attractive in high school education. A tested and published "Principles of Engineering" syllabus for a one-year course using six relevant monographs of engineering case studies will be used as the main curriculum materials, supplemented by three video-based motivational and career exploration instructional packages. A teacher implementation and resource guide will be developed concurrently with the project. Teacher participants and leadership teams from sixteen states will be an integral part in generating, critiquing, testing and refining the guide edited and produced by the project staff of mathematicians, scientists, technologists, mathematics and science education specialists from SUNY Stony Brook; mathematics, science, and technology teachers from schools in New York. Fifty classroom teachers from New York in the first year , 25 from New York and 25 total from five other states in the second year will in a three-week summer workshop experience classroom presentations and participate in hands-on laboratory experiences that broaden their backgrounds in technology/engineering, applied physics, biology, and chemistry, as well as mathematical topics of algebra, trigonometry, geometry, and discrete mathematics. Both the university and school staff members will facilitate these learning activities. Pedagogical features include the teachers (a) learning how to use cooperative learning strategies in the "Principles of Engineering" course and (b) developing a constructivist approach to helping students learn mathematics, science, and technology. Five two-person leadership teams (one classroom teacher, one college/university/regional educator consultant) will join the classroom teachers for the third week of the summer workshop in each of the first two years, those ten teams joining ten new such teams from ten new states for a one- week workshop in the third summer to finish the guide and evaluation input. The regional groups of participant teachers and leadership teams will meet at the college/university of the consultant on the leadership team to conduct follow-up activities during the school year. An evaluation will monitor all program aspects including the effective use of project curriculum materials and pedagogical techniques in the classroom. SUNY at Stony Brook cost sharing accounts for 5.4% of the NSF budget contribution.