CAREER: Community-Based Engineering as a Learning and Teaching Strategy for Pre-Service Urban Elementary Teachers

这是一个教师早期职业发展项目，旨在开发，实施和评估一个模型，介绍新手小学教师（1-6年级）以社区为基础的工程设计作为城市学校教学和学习的策略。该模型反映了新的K-12科学教育框架（NRC，2012），解决了关键的横向概念（例如，因果：机制和解释），学科核心思想（例如，工程设计，以及工程和社会之间的联系），以及科学和工程实践（例如，确定问题，并为当地学校或社区环境中的技术相关问题设计解决方案）。它建立在理论观点和经验基础上，包括情境学习，工程设计认知，儿童的知识资源和资金，包括文化和语言多样性。该研究整合了研究和教育计划，调查了该模式对90名新手教师通过他们的职前课程和实践教学学习的短期影响，以及对其中48名教师开始第一年在职教学的长期影响。（a）开发阶段，以创建基于社区的工程模块和评估工具;（B）迭代实施阶段，包括三个周期的基于社区的工程经验，由三批新教师参与;（c）综合阶段，重点是产生累积的结果和建议。它的假设是，将基于社区的工程纳入小学教师教育将提高新手城市小学教师的工程设计能力，工程和科学实践的理解，以及识别和响应学生的想法和实践的能力在科学和工程。本研究提出四个研究问题：（1）都市国小新教师的工程设计能力在社区工程经验中如何发展？(2)在社区工程体验中，教师对工程和科学实践的理解是如何发展的？(3)教师的工程能力以及对工程和科学实践的理解如何影响他们对学生的科学和工程思想和实践的识别和反应？以及（4）参与社区基础工程的扩展专业发展是否影响教师（a）对工程和科学实践的理解，（B）识别和回应学生思维的能力，或（c）将科学/工程课程纳入他们的前两年教学？该研究计划阐明了一个描述性的线程和实验线程。描述性研究的思路是解决前三个研究问题，包括三个结构：（a）新手城市小学教师的工程设计能力，（B）他们对科学和工程实践的理解，和（c）他们识别和回应学生的想法和实践的能力。实验研究线程地址的第四个研究问题，评估社区为基础的工程专业发展的两个结构（B和C上述）的影响，以及对频率和特点的科学工程课，新教师将实施与他们的学生在他们的头两年的教学。数据收集策略包括使用有效和可靠的工具，如创意工程设计评估，课程批判和修订任务，以及基于视频案例的评估。数据分析包括定量和定性两种方法。预期成果是：（1）将基于社区的工程纳入小学教师教育和小学科学课堂的研究和实地测试策略，（2）演示此策略的模块样本，以及（3）将基于社区的工程经验纳入小学科学教师教育计划的数字指南，特别是在服务不足的城市地区。

This is a Faculty Early Career Development project aimed at developing, implementing, and assessing a model that introduces novice elementary school teachers (grades 1-6) to community-based engineering design as a strategy for teaching and learning in urban schools. Reflective of the new Framework for K-12 Science Education (NRC, 2012), the model addresses key crosscutting concepts (e.g., cause and effect: mechanism and explanation), disciplinary core ideas (e.g., engineering design, and links among engineering and society), and scientific and engineering practices (e.g., identifying a problem, and designing solutions for technology-related problems in local school or community environments). It builds on theoretical perspectives and empirical foundations, including situated learning, engineering design cognition,and children's resources and funds of knowledge, including cultural and linguistic diversity. The study integrates research and education plans that investigate the short-term impact of the model on 90 novice teachers' learning through their pre-service coursework and practice teaching, and its longer-term impact on a subset of 48 of those teachers as they begin their first year of in-service teaching.The study employs a design-based research that addresses three phases: (a) a development phase to create a community-based engineering module and assessment instruments; (b) an iterative implementation phase that includes three cycles of community-based engineering experiences with three cohorts of novice teachers; and (c) a synthesis phase focused on generating cumulative findings and recommendations. Its hypothesis is that incorporating community-based engineering into elementary teacher education will enhance novice urban elementary teachers' engineering design competency, understanding of engineering and scientific practices, and ability to identify and respond to student ideas and practices in science and engineering. This hypothesis guides four research questions: (1) How do novice urban elementary teachers' engineering design abilities evolve during community-based engineering experiences?; (2) How do the teachers' understandings of engineering and scientific practices evolve during community-based engineering experiences?; (3) How do the teachers' engineering abilities and understandings of engineering and scientific practices impact how they identify and respond to students' science and engineering ideas and practices?; and (4) Does participating in extended professional development on community-based engineering impact the teachers' (a) understandings of engineering and scientific practices, (b) abilities to identify and respond to student thinking, or (c) incorporation of science/engineering lessons into their first two years of teaching? The research plan articulates a descriptive thread and an experimental thread. The descriptive research thread addresses the first three research questions, inclusive of three constructs: (a) novice urban elementary teachers' engineering design abilities, (b) their understandings of practices of science and engineering, and (c) their abilities to identify and respond to students' ideas and practices. The experimental research thread addresses the fourth research question, which assesses the impact of community-based engineering professional development on two of the constructs (b and c mentioned above), as well as on the frequency and characteristics of the science-engineering lessons that new teachers will implement with their students in their first two years of teaching. Data gathering strategies include the use of valid and reliable instruments, such as the Creative Engineering Design Assessment, a curriculum critique and revision task, and a video-case-based assessment. Data analysis include both quantitative and qualitative methods. Expected outcomes are: (1) a research-informed and field-tested strategy to incorporate community-based engineering into elementary teacher education and elementary grades science classrooms, (2) samples of modules demonstrating this strategy, and (3) a digital guide on incorporating community-based engineering experiences into elementary science teacher education programs, particulalrly in underserved urban areas.