Bridging Engineering, Science, and Technology (BEST) for Elementary Educators

为小学教育工作者架起工程、科学和技术桥梁 (BEST)

• 批准号: 1003060
• 负责人: Christine Cunningham
• 金额: $ 89.91万
• 依托单位: Museum of Science
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-06-01 至 2014-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1003060&HistoricalAwards=false
• 关键词: Bridging; Engineering; Science; Technology; BEST

Bridging Engineering, Science and Technology (BEST) for Elementary Educators is designed to provide professional development for science and education faculty who prepare future elementary educators to strengthen faculty and pre-service teachers' understandings of engineering content, inquiry-based pedagogical techniques, and career pathways in technical fields. This project builds on the successful NSF-funded ATLAS project (DUE 07-02853), designed to enrich teacher education courses with engineering and technology. The BEST project expands this innovative approach to include community college science courses, which are modified to incorporate open-ended engineering design activities. The project goals are as follows: provide materials for teacher education courses using hands-on approaches to technology and engineering while integrating science and mathematics; strengthen knowledge and ability to teach technology, engineering and science; develop articulation pathways related to elementary education between community colleges and four-year institutions; create a cadre of faculty to disseminate their knowledge at state, regional, and national levels; and increase awareness of technology and engineering elementary education programs. The project partners include Greenfield Community College, MA College of Liberal Arts, Massasoit Community College, Bridgewater State College, Middlesex Community College, Fitchburg State College, North Shore Community College, and Salem State College. The Massachusetts Board of Higher Education, Massachusetts Biotechnology Education Foundation, The Engineering Center, and the Boston Society of Civil Engineers are key educational and industry partners. BEST targets Life Science faculty in Year 1 and Physical Science faculty in Year 2. During the first year, Faculty Leadership Teams comprised of two science and two education faculty from each of the eight colleges participate in a four-day Leadership Institute at the Museum of Science. The Leadership Institute emphasizes team building, disciplinary knowledge, modeling effective pedagogies, exploration of career options, reviewing the research and resources, examination of course models and the development of a project plan for introducing technology and engineering into STEM courses. Next, science and education faculty pilot course components and modify or create new courses with technology and engineering integration. Year 2 focuses on new course implementation and workshops for the teachers that host pre-service educators during their teaching practicum. Finally, in Year 3, the emphasis is on institutionalization, professional development, and dissemination of models, materials, and findings via conferences, publications, and websites. A statewide articulation and transfer workshop is also planned. BEST is designed to reach 62 community college and 25 four-year college faculty. Additionally, approximately 800 pre-service educators and 7,000 elementary students are impacted. The project evaluation plan compares the technology and engineering integration models included in the ATLAS and BEST projects to determine which are most effective, sustainable and scalable. The evaluation also examines regional, state and national dissemination, development of transfer pathways, and curricular changes.By developing course syllabi, sequences, and lesson plans, BEST documents how technology and engineering can be integrated into science and education courses for pre-service teachers. As more states include technology and engineering in their standards, the case studies, resources, and models resulting from this project can provide a powerful foundation to guide community college and pre-service efforts nationwide. BEST leverages opportunities at community colleges and four-year colleges that prepare tomorrow's teachers to enhance technological literacy.

基础教育工作者的桥接工程，科学技术（最佳）旨在为科学和教育教师提供专业发展，他们准备未来的基础教育工作者，以增强教师和服务前教师对工程内容，基于询问的教学技术和技术领域的职业途径的理解。该项目建立在成功的NSF资助的Atlas Project（由于07-02853）的基础上，该项目旨在丰富工程和技术的教师教育课程。最佳项目扩展了这种创新的方法，包括社区大学科学课程，该课程经过修改以纳入开放式工程设计活动。项目目标如下：为教师教育课程提供材料，同时采用技术和工程的动手方法，同时整合科学和数学；增强知识和教授技术，工程和科学的能力；开发与社区大学和四年制机构之间基础教育有关的发音途径；创建一群教师的干部，以在州，地区和国家一级传播他们的知识；并提高对技术和工程基础教育计划的认识。 该项目合作伙伴包括格林菲尔德社区学院，马萨诸塞州文科学院，马萨索特社区学院，布里奇沃特州立学院，米德尔塞克斯社区学院，菲奇堡州立学院，北岸社区学院和塞勒姆州立大学。 马萨诸塞州高等教育委员会，马萨诸塞州生物技术教育基金会，工程中心和波士顿土木工程师协会是关键的教育和行业合作伙伴。最佳目标是1年级的生命科学教师和2年级的物理科学学院。在第一年，由两名科学和两个教育学院组成的教师领导团队参加了八所大学的每所教师，参加了科学博物馆的为期四天的领导力研究所。领导力研究所强调团队建设，纪律知识，建模有效的教学法，探索职业选择，审查研究和资源，检查课程模型以及制定项目计划，以将技术和工程引入STEM课程。接下来，科学和教育教师试点课程组成部分，并通过技术和工程整合修改或创建新课程。第二年的重点是为在教学实践中主持职前教育者的教师的新课程实施和研讨会。最后，在第3年，重点是通过会议，出版物和网站对模型，材料和发现的制度化，专业发展和传播。还计划了全州的发音和转移研讨会。 Best旨在达到62个社区学院和25个四年制大学教职员工。此外，大约有800名职前教育者和7,000名小学生受到影响。项目评估计划比较了Atlas和最佳项目中包含的技术和工程整合模型，以确定哪些最有效，可持续和可扩展性。该评估还研究了区域，州和国家传播，转会途径的发展以及课程变化。通过开发课程课程，序列和课程计划，最佳文件是如何将技术和工程学纳入服务前教师的科学和教育课程中。随着越来越多的国家在其标准中包括技术和工程，该项目产生的案例研究，资源和模型可以为指导社区大学和全国范围内的官员工作提供强大的基础。在社区大学和四年制大学中，最好的机会为明天的老师做好了提高技术素养的准备。