Discovery Research K-12

在俄亥俄州的一个高需求区，10名五年级和六年级的科学教师专家和他们的学生在辛辛那提大学的几个系与教师进行为期三年的专业发展工作，以研究如何有效地利用工程设计过程作为科学教学的教学策略，以提高学生的兴趣，学习和技能发展。 探索性项目的第一阶段是工程设计，科学内容和科学探究的衔接，使用教师学习团队来确定有效的课程结构和教学策略，包括教学材料的开发。 第二阶段侧重于学生在标准化考试和真实评估方面的成果，以及提高学生解决问题的技能。 该项目是嵌入在修订的俄亥俄州科学标准，其中科学内容是并列与21世纪世纪的技能和其他内容领域。 通过辛辛那提STEM网络、俄亥俄州STEM学习网络以及专业组织和出版物进行传播。 辛辛那提大学评估服务中心评估过程和结果。 该研究旨在定义STEM教育，并开发所需的资源来支持STEM的教学和学习。 STEM教育的可操作性要求教师将工程学融入学校的数学和科学科目中。 该研究旨在了解STEM如何在小学课堂上运作，并重点调查如何在现实世界中，真实的方法将科学和最终的数学与工程结合起来，确实提高了学生学习所有三门学科的参与度和动力。 研究问题解决什么衔接工程设计和科学探究看起来像在课堂上和挑战，阐明他们。 该研究还调查了可以以这种方式教授的技能和思维习惯以及对学生成绩的影响。 评估确定研究如何遵守制定的程序和时间轴，并监测对教师和学生的影响。 将工程设计与科学内容和科学探究相结合，强调真实的调查和真实的世界问题的解决，提高学生对STEM内容的兴趣，并提高学生在科学和数学方面的学习和成就。 这项研究将有助于了解这种STEM教育如何在小学课堂上实施。 这项研究考虑到了课堂的复杂性，并提供了一个情境，可用于通知其他学校的情况。

Ten fifth and sixth grade science teacher specialists and their students in a high needs district in Ohio are engaged in a design-based research project within a three-year professional development effort with faculty in several departments at the University of Cincinnati to study how the engineering design process can be used effectively as a pedagogical strategy in science instruction to improve student interest, learning and skill development. Stage 1 of the exploratory project is articulation of engineering design, science content, and scientific inquiry using teacher learning teams to identify effective curriculum structures and instructional strategies, including the development of instructional materials. Stage 2 focuses on student outcomes on standardized tests and authentic assessments and improved student problem solving skills. The project is embedded in a revision of the Ohio Science Standards in which science content is juxtaposed with 21st century skills and other content areas. Dissemination is through the Cincinnati STEM Network, the Ohio State STEM Learning Network and through professional organizations and publications. The University of Cincinnati Evaluation Services Center evaluates the processes and outcomes. The research seeks to define STEM education and develop needed resources to support the teaching and learning of STEM. The operationalization of STEM education requires teachers to infuse engineering into the usual school subjects of mathematics and science. The research seeks to understand how STEM can be operationalized in the elementary classroom and focuses on investigating how a real-world, authentic approach articulating science and eventually mathematics with engineering does indeed increase student engagement and motivation for learning all three subjects. The research issues address what articulation of engineering design and science inquiry looks like in the classroom and the challenges to articulating them. The research also investigates the skills and habits of mind that can be taught this way and the impact on student achievement. The evaluation determines how well the research adheres to the processes and timeline developed and monitors impacts on teacher and students. Articulating engineering design with science content and scientific inquiry emphasizes the authentic investigation and real world problem solving that increases student interest in STEM content and improves student learning and achievement in science and mathematics. The research will contribute to understanding of how this STEM education can be operationalized in the elementary classroom. This study takes into account the complexity of the classroom and provides a situated context that could be used to inform other school contexts.