R&D: The INSPIRES Curriculum for Engineering and Technology Education

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基本信息

批准号：
0822286
负责人：
Julia Ross
金额：
$ 224.1万
依托单位：
University of Maryland Baltimore County
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2008
资助国家：
美国
起止时间：
2008-09-15 至 2015-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822286&HistoricalAwards=false
关键词：
R&amp INSPIRES Curriculum Engineering Technology

项目摘要

Building on their experience of developing and testing four hands-on, inquiry-based modules for the study of engineering/technology education at the high school level, an established, multidisciplinary team extends their work with a professional development model that implements those modules. A module on medical technology is added that addresses the Standards for Technological Literacy. The module uses real-world examples and practicing engineers and technicians to introduce students to engineering design, analysis and decision-making processes. This project advances knowledge about effective instruction and curriculum design in engineering/technology education in order to achieve public literacy and better preparation for the next generation of engineering and technology professionals, including teachers. A model is designed, developed and tested that delivers effective teacher professional development to both inservice and preservice teachers to enable the successful implementation of engineering curricula. Hypothesis-driven research is performed to evaluate the individual and combined impacts of the curricular materials and the teacher professional development framework on classroom instructional practices and student learning, interests and attitudes and to evaluate which curriculum components are most effective in promoting student learning and interest as a function of gender and ethnicity.

基于他们开发和测试四个动手实践，基于查询的模块，用于在高中层面研究工程/技术教育的研究，一个建立的多学科团队通过实现这些模块的专业发展模型扩展了他们的工作。添加了有关医疗技术的模块，该模块涉及技术素养的标准。该模块使用现实世界中的例子以及实践工程师和技术人员向学生介绍工程设计，分析和决策过程。该项目促进了有关工程/技术教育中有效的教学和课程设计的知识，以实现公共素养，并为包括教师在内的下一代工程和技术专业人员提供更好的准备。设计，开发和测试了一个模型，可为内部服务教师和职前教师提供有效的教师专业发展，以成功实施工程课程。进行假设驱动的研究是为了评估课程材料的个体和综合影响，以及教师专业发展框架对课堂教学实践以及学生学习，兴趣和态度的研究，并评估哪些课程组成部分在促进学生学习和兴趣方面最有效地作为性别和种族的功能。