Engineering Design in Scientific Inquiry

大学预科阶段的工程学变得越来越重要，然而，教师在这方面的准备很少。这个改进本科STEM教育（IUSE）探索和设计项目，即科学探究中的工程设计（EDISIn）项目，旨在通过将工程设计嵌入单科STEM教育专业的科学课程，解决中学科学教师的工程准备问题（未来的中学教师），并为寻求将工程设计融入科学课程的教师开发一系列课程计划和注释视频。虽然本科生实验室有丰富的设计实验仪器，但学生自己在设计和生产科学探究服务中的人工制品方面发挥作用的情况很少。本计画的目的在于：（1）现有的科学课程提供学生有意义地参与工程实践的机会，解决科学构想建构过程中所出现的设计挑战;（2）这样做可以利用科学教育所发展的现有课程，促进工程设计融入师范教育;以及（3）在这些课程中让工程教师参与共同教学和咨询不仅会加强本项目的成果，而且会更好地为工程师参与K-12教育做好准备，并为科学教师做好准备，以便在课程背景下更真实地让学生参与工程设计。作为NSF IUSE资助项目的一部分，该项目旨在改变本科科学教育，培养学生成为STEM领域的创新者和领导者。该项目将修改STEM专业获得中学教师资格证书的必修科学课程的课程设置，研究教学过程中出现的设计挑战，并将其作为将工程教学嵌入课程的机会。该项目将使用基于视频的研究来探索这些挑战在哪里以及如何出现，如何解决它们，以及学习工程设计和科学内容之间的关系。项目工件将包括课程材料，与注释视频和学生设计的产品配对，为教授类似课程的教师，以及与三个研究问题相关的研究结果。本计画的智慧价值在于透过设计为基础的教育研究来解决这些研究问题：（1）在科学教学中，设计的问题和机会在哪里出现？(2)这些问题、它们的约束和解决方案如何与工程设计相一致，它们又有何不同？以及（3）哪些具体的课程工具和教学实践可以帮助学生参与科学中的紧急设计问题？这些问题对于增加K-12环境中的工程教育，为未来的K-12教师开发课程，使他们能够教授下一代科学标准（NGSS）工程标准中的工程标准，以及最终重新设想如何重新设计本科科学课程，以在整个STEM专业的本科生涯中包括设计至关重要。这项工作产生的产品将通过一个项目网站、国家科学数字图书馆、物理港和UTeach网络在线传播，UTeach网络是一个由44所大学组成的队列，正在实施与STEM专业相结合的认证过程。 最终，该项目具有广泛影响的潜力：（1）创建一个专门准备规划，制定和评估NGSS中概述的科学和工程实践的教师骨干队伍;这些教师将主要在高需求的农村州（爱达荷州）服务;（2）开发和传播课程，为未来的教师准备NGSS中的工程标准;（3）阐明科学和工程之间的相互作用，特别是如何将这两套实践以有意义的方式整合起来，为未来的K-12教师做好准备;（4）进一步发展博伊西州立大学科学、工程和教育之间的关系，以更真实地整合这些学科，并为其他大学树立榜样。 这项重要的工作得到了IUSE计划和Robert Noyce教师奖学金计划的资助。

Engineering at the pre-college level is becoming increasingly important, and yet, teachers receive minimal preparation in this area. This Improving Undergraduate STEM Education (IUSE) Exploration and Design project, the Engineering Design in Scientific Inquiry (EDISIn) Project, seeks to address the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to integrate engineering design into their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. This project makes manifest the following expectations: (1) existing science courses offer opportunities for students to engage meaningfully with engineering practices by solving design challenges that emerge in the construction of scientific ideas; (2) doing so can capitalize on existing curricula that science education has developed, facilitating the adoption of engineering design into preservice teacher education; and (3) engaging engineering faculty in co-teaching and consulting in these courses will not only strengthen the outcomes of this project but also better prepare engineers to engage with K-12 education, and prepare science faculty to more authentically engage students in engineering design in the context of their courses. As an NSF IUSE funding project, it is part of a broader effort to transform undergraduate science education, preparing students to be innovators and leaders in STEM.This project will modify curriculum in a required science course for STEM majors receiving their secondary teaching credential, examine where design challenges emerge during instruction, and use these as opportunities to embed engineering instruction into courses. The project will use video-based research to explore where and how these challenges emerge, how they can be addressed, and the relationships between learning engineering design and science content. Project artifacts will include curricular materials, paired with annotated video and students' designed products, for faculty who teach similar courses, and the research findings associated with three research questions. The intellectual merit behind this project lies in addressing these research questions through design-based educational research: (1) Where do design problems and opportunities emerge in science instruction? (2) How are those problems, their constraints, and solutions consistent with engineering design, and how do they differ? and (3) What specific curricular tools and pedagogical practices can scaffold students' engagement with emergent design problems in science? These questions are critical for increasing engineering education in the K-12 setting, for developing courses for future K-12 teachers that prepare them to teach engineering standards found in the Next Generation Science Standards (NGSS) engineering standards, and, eventually, to reimagine how undergraduate science courses can be redesigned to include design throughout STEM majors' undergraduate career. The products emanating from this work will be disseminated online via a project website, through the National Science Digital Library, and through PhysPort and the UTeach network--a cohort of 44 universities that are implementing a credentialing process integrated with STEM majors. Ultimately, this project has the potential for broad impact by: (1) creating a cadre of teachers that are specifically prepared to plan for, enact, and assess science and engineering practices outlined in the NGSS; these teachers will primarily serve in a high-need rural state (Idaho); (2) developing and disseminating curricula that prepare future teachers to address the engineering standards in NGSS; (3) shedding light on the interactions between science and engineering, particularly how the two sets of practices may be integrated in meaningful ways for the preparation of future K-12 teachers; and (4) further develop relationships at Boise State University between science, engineering and education to more authentically integrate these disciplines, and serve as a model for other universities. This important work is supported with funding from the IUSE program and the Robert Noyce Teacher Scholarship program.