Collaborative Research: Modeling Engineered Levers for the 21st Century Teaching of STEM

生物学的研究已经越来越数学化，但是高中生物学课程很少使用数学。为了解决这一问题，该项目将开发三个生物替代单元，并通过课堂测试对其进行改进。 这些单元将成为STEM集成的模型，通过使用比例推理和代数思维以及工程重新设计的重要概念来解决科学中的大思想，同时促进21世纪世纪技能的学习。这些材料建立在现有的关于使用模型引出活动的工作的基础上，并将科学和技术教学的重点放在数学和科学的高风险弱点上。他们通过开发可供早期采用者在各种情况下应用的小单元课程，将扩展问题作为核心设计工作的一部分。教材在前期设计过程中会经过多轮的测试和修改，每次至少有十位老师参与。这些材料将对教师具有教育意义，教师材料和专业发展方法将在一定范围和距离内发挥作用。 科学内容的学习将通过使用广泛使用的现有工具来衡量。现有的量表的任务价值观，成就目标和兴趣被用来衡量学生的动机。所执行的工作是由一个内容团队指导;缩放材料团队;缩放研究团队; PI团队的认知科学家，机器人教育家和数学教育家专门从事教育改革规模;和总结性评估团队由外部评估员领导。 人们对了解综合STEM教育是否能让更多学生对STEM学科感兴趣非常感兴趣。在科学主题的背景下，对数学与工程相结合的关注是有趣和新颖的，可以有助于我们对数学，工程和科学相结合的理解。开发团队包括一名认知科学家，一名数学教育家，教师和科学家。跨学科教学的问题和挑战将进行调查。

Research in biology has become increasingly mathematical, but high school courses in biology use little mathematics. To address this concern, this project will develop three replacement units for biology and refine them through classroom testing. The units will be models of STEM integration by using the important concepts of proportional reasoning and algebraic thinking and engineering re-design to address big ideas in science while also promoting the learning of 21st century skills. The materials build on existing work on the use of model eliciting activities and focus science and technology instruction on high-stakes weaknesses in mathematics and science. They address the scaling issue as part of the core design work by developing small units of curriculum that can be applied by early adopters in each context. The materials will undergo many rounds of testing and revision in the early design process with at least ten teachers each time. The materials will be educative for teachers, and the teacher materials and professional development methods will work at scale and distance. Learning of science content will be measured through the use of existing instruments in wide use. Existing scales of task values, achievement goals and interest are used to measure student motivation. The work performed is guided by a content team; a scaling materials team; a scaling research team; the PI team of a cognitive scientist, a robotics educator, and a mathematics educator specializing in educational reform at scale; and the summative evaluation team lead by an external evaluator. There is great interest in understanding whether integrated STEM education can interest more students in STEM disciplines. The focus on mathematics integrated with engineering in the context of a science topic is interesting and novel and could contribute to our understanding of integrating mathematics, engineering and science. The development team includes a cognitive scientist, a mathematics educator, teachers and scientists. The issues and challenges of interdisciplinary instruction will be investigated.