Integrating Science Content and Engineering Thinking in the Elementary Classroom

将科学内容与工程思维融入小学课堂

• 批准号: 1660717
• 负责人: Lisa Gonsalves
• 金额: $ 112.73万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660717&HistoricalAwards=false
• 关键词: Integrating; Science; Content; Engineering; Thinking

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the Integrating Science Content and Engineering Thinking in the Elementary Classroom Project will recruit Science, Technology, Engineering and Mathematics majors and professionals and prepare them to become elementary teachers. The project will fund 10 stipends per year over five years, resulting in the preparation of 50 elementary science teachers. In this project, the University of Massachusetts at Boston will collaborate with two Boston public elementary schools and the Conservatory Lab School to build on the idea of engineering design process as a teaching-learning approach that can be used to promote science learning. Teaching through engineering design has the potential to facilitate integrated instruction that meets the requirements of the new science education standards. Design-based learning can help students develop scientific inquiry and real world problem-solving skills, enhance discipline-specific content knowledge and critical thinking skills, and promote interest in science or engineering careers. This project will advance knowledge and understanding in the area of STEM teacher preparation at the elementary level by preparing elementary teachers to use engineering practices, integrated with science content, to teach science to elementary-aged children. Project outcomes will help determine the effectiveness of recent reforms in K-12 education, particularly those that call for the integration of engineering with science education, and will integrate the practices of science and engineering with didactic content. There are very few elementary teacher preparation programs that focus exclusively on preparing elementary teachers to teach STEM content. Built into the proposed teacher preparation program are two new assessments for tracking the ability of teachers to integrate engineering and science content in the elementary classroom, the Video Case Diagnosis and the Curriculum Critique and Revision tools. With its focus on STEM at the elementary level, this unique program will utilize these two tools to determine the effectiveness of STEM integration for building science content knowledge for elementary students.

在国家科学基金会的罗伯特·诺伊斯（Robert Noyce）教师奖学金计划的资助下，基础​​课堂项目中的科学内容和工程思维的融合将招募科学，技术，工程和数学专业和专业人士，并准备成为基础教师。该项目将在五年内每年提供10次津贴，从而为50位基础科学教师提供准备。在这个项目中，马萨诸塞大学波士顿大学将与两所波士顿公立小学和音乐学院实验室合作，以工程设计过程作为一种教学学习方法来建立，可用于促进科学学习。通过工程设计的教学有可能促进满足新科学教育标准要求的综合教学。基于设计的学习可以帮助学生发展科学的探究和现实世界解决问题的技能，增强特定学科的内容知识和批判性思维能力，并促进对科学或工程职业的兴趣。该项目将通过准备基本教师使用与科学内容集成的工程实践，向基础儿童传授科学的工程实践，以向基础教师准备的知识和理解。项目成果将有助于确定最近改革在K-12教育中的有效性，尤其是那些呼吁将工程学与科学教育融合的人，并将科学和工程学的实践与教学内容相结合。 很少有小学教师准备计划专门用于准备基本教师教STEM内容。内置在拟议的教师准备计划中是两个新的评估，用于跟踪教师将工程和科学内容整合到基础课堂，视频案例诊断以及课程批评和修订工具中的能力。该独特的程序将着重于基础层面的STEM，将利用这两种工具来确定STEM集成为基础学生构建科学内容知识的有效性。