Hk Maker Lab 2.0: Inspiring Engineering Design Thinking in Grades 6 - 12 Students and Teacher

Hk Maker Lab 2.0：启发6-12年级学生和老师的工程设计思维

• 批准号: 10653072
• 负责人: Aaron Matthew Kyle
• 金额: $ 26.27万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10653072
• 关键词: Adopted; Adoption; Area; Biotechnology; COVID-19 pandemic; Child; Communities; Course Content; Creativeness; Development; Disparity; Diverse Workforce; Ecosystem; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Engineering; Fostering; Goals; High School Faculty; High School Student; Instruction; Internships; Intervention; K-12 Faculty; Knowledge; Learning; Medical; Medicine; Middle School Faculty; Middle School Student; Minority; Minority Groups; New York City; Next Generation Science Standards; Outcome; Participant; Phase; Play; Process; Public Health; Research; Role; STEM career; STEM field; Schools; Science; Science, Technology, Engineering and Mathematics Education; Scientific Inquiry; Scientist; Self Efficacy; Students; Teacher Professional Development; Technical Expertise; Testing; Thinking; Training; Translating; Underrepresented Minority; Underrepresented Populations; career; cohort; college; combat; design; disadvantaged student; economic disparity; educational atmosphere; empowerment; engineering design; experience; falls; girls; hackathon; improved; innovation; junior high school; open-ended problem; programs; project-based learning; prototype; resilience; science education; skills; student participation; summer program; teacher; underrepresented minority student

PROJECT SUMMARY Disparities persist in STEM fields for underrepresented minority and economically disadvantaged students despite the emergence of many formal and informal interventions. STEM identity – one’s view of themself as a scientist or engineer – plays a crucial role in students’ motivations to pursue STEM education and careers. Identity is particularly important for minorities and girls in middle school (Grades 6 – 8). Providing middle school students with project-based experiences that challenge them to employ STEM thinking and practices are essential in STEM identity development. The burden for creating these opportunities falls largely on teachers, who often feel ill-equipped to impart these concepts, especially in teaching engineering and engineering design, areas of emphasis in the widely-adopted Next Generation Science Standards. This is unfortunate because engineering design is an exciting entry point for STEM that involves inquiry, project-based learning, and the application of technical skills and knowledge to real-world problems. The Hk Maker Lab has provided engineering design-centric education to hundreds of high school students throughout New York City and has prepared teachers to teach engineering design and incorporate design thinking into their practice. We are now ready to extend our efforts to middle school students and teachers to further propel underrepresented minority students towards STEM opportunities at a crucial juncture in their educational journeys. The Specific Aims of the proposed program are to: I. Provide early engineering education opportunities to middle school students via Design Hackathons that will take place throughout the academic year in addition to continuing the annual Hk Maker Lab Summer Design Camp for high school students. II. Expand the Hk Maker Lab teacher training to middle school teachers to develop their engineering design knowledge and self-efficacy such that they can integrate design into their instruction. III. Cultivate a cohort of master ‘Teachineers’ who are highly adept in engineering design thinking and instruction, and can teach design thinking to other teachers via professional development workshops. The Hk Maker Lab will give both teachers and students hands-on design experiences. The student participants will have the opportunity to engineer solutions to problems. Working with middle school students will create a positive STEM trajectory that will result in increased diversity in the field. The participating teachers will receive an innovative training experience, which they can subsequently use to integrate engineering design into their school curricula. Finally, by empowering teachers to teach their colleagues, we will be able to scale these efforts to a wider range of students and teachers, increasing the impact of our engineering design training and supporting the creation of a diverse STEM education and professional community.

项目概要 对于代表性不足的少数族裔和经济弱势学生来说，STEM 领域的差距仍然存在 尽管出现了许多正式和非正式的干预措施——一个人对自己的看法。 科学家或工程师——在学生追求 STEM 教育和职业的动机中发挥着至关重要的作用。 身份对于少数族裔和中学女生（6 至 8 年级）尤为重要。 拥有基于项目的经验的学生，挑战他们运用 STEM 思维和实践 对于 STEM 身份发展至关重要 创造这些机会的负担很大程度上落在了肩上。 教师常常感到自己没有能力传授这些概念，尤其是在教授工程和 工程设计是广泛采用的下一代科学标准的重点领域。 不幸的是，因为工程设计是 STEM 的一个令人兴奋的切入点，涉及探究、基于项目的 学习以及将技术技能和知识应用于现实世界的问题。 香港创客实验室为数百名高中生提供以工程设计为中心的教育 遍布纽约市，并准备了教授工程设计和合并设计的教师 我们现在准备将我们的努力延伸到中学生和教师身上。 进一步推动少数族裔学生在其人生的关键时刻获得 STEM 机会 拟议计划的具体目标是： 一、通过设计黑客马拉松为中学生提供早期工程教育机会 除了继续举办一年一度的香港创客实验室外，该活动还将在整个学年进行 高中生暑期设计营。 II. 将香港创客实验室教师培训范围扩大至中学教师，以发展他们的工程技术 设计知识和自我效能感，使他们能够将设计融入到他们的教学中。 三、培养一批精通工程设计思维和能力的名师“名师”。 指导，并可以通过专业发展研讨会向其他教师教授设计思维。 香港创客实验室将为教师和学生提供实践设计经验。 将有机会与中学生一起设计问题的解决方案。 积极的 STEM 轨迹将导致该领域的多样性增加。 创新的培训经验，他们随后可以利用这些经验将工程设计融入到他们的工作中 最后，通过授权教师教授同事，我们将能够扩展这些课程。 面向更广泛的学生和教师，增加我们的工程设计培训的影响力 支持创建多元化的 STEM 教育和专业社区。