A Virtual Project-Based Learning Sandbox for Mimetics and Medically Inspired Classroom Engineering (MiMICRE)

用于模仿和医学启发课堂工程的基于虚拟项目的学习沙盒 (MiMICRE)

• 批准号: 10254459
• 负责人: Christopher Eldon Whitmer
• 金额: $ 25.21万
• 依托单位: PARAMETRIC STUDIO, INC.
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10254459
• 关键词: 3-Dimensional; 3D Print; Achievement; Address; African American; Algebra; Biology; Biomedical Engineering; Biomimetics; Collaborations; Communities; Computer Analysis; Computer software; Computer-Aided Design; Consumption; Critical Thinking; Data; Disadvantaged; Educational Assessment; Educational Curriculum; Electromagnetics; Employment; Engineering; Environment; Evaluation; Failure; Foundations; Future Teacher; Geometry; Goals; Health Sciences; High School Student; Hispanic Americans; Individual; Industry; Instruction; K-12 student; Knowledge; Lasers; Learning; Liquid substance; Mathematics; Measures; Medical; Modeling; Morphologic artifacts; Motion; Occupations; Online Systems; Outcome; Patient Self-Report; Phase; Physics; Population Heterogeneity; Printing; Problem Solving; Prosthesis Design; Questionnaires; Research; Resources; STEM career; School-Age Population; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Small Business Innovation Research Grant; Software Engineering; Solid; Structure; Students; System; Teacher Professional Development; Testing; Time; Underrepresented Populations; Woman; Work; base; career; cost; cost effective; design; digital; engineering design; essays; experience; fitness; gaming environment; high school; improved; improved outcome; industry partner; innovation; interest; learning strategy; mathematical ability; mathematical difficulties; mathematical sciences; mathematics content; mimetics; multidisciplinary; peer; phase 1 testing; precalculus; programs; project-based learning; prototype; real world application; response; simulation; simulation game; skills; software development; student participation; success; tool; training project; twelfth grade; usability; virtual; virtual environment

Abstract: The US has many more health science STEM jobs available than qualified workers to do them. We also lag other OECD nations in math and science skills. Better STEM education is needed that engages, prepares, and inspires K-12 students—especially under-represented groups. 21st Century STEM jobs require solid STEM content knowledge along with problem-solving/critical thinking skills and teamwork. Collaborative, game-based bioengineering learning experiences have the potential to meet these STEM-related needs and to prepare more people of all types for health science jobs. However, innovations are required to boost implementation, reduce cost, and enhance authenticity/realism and K-12 student engagement. A key aspect of our STEM deficit is our failure to give students foundational math/science skills and to convey their real-world relevance. Project-based learning (PBL) and engineering in K-12 can achieve this, but is currently limited by instructional time, teacher training, project resource costs, and difficulty in evaluating engaging, project-based experiences. Research shows that team STEM collaboration and application to community problems improve STEM outcomes—especially for under-represented groups. Yet access to programs and experiences that meld these two features with instruction is limited; common PBL lacks sufficient realism for upper-level high school learning; and innovative, cost-effective solutions that are self-paced, easy to implement, and that support collaboration are not yet available. In response to these needs, this multi-phase SBIR project will capitalize on strong preliminary work/data to develop, validate, and commercialize a game-based bioengineering tool called Mimetics and Medically Inspired Classroom Engineering (MiMCRE). As envisioned, it will employ applied math and science in the design, analysis, and simulation of bioengineering- and biomimicry-focused projects. Students will collaboratively design prosthetics, apply math and science models to evaluate them, and then 3D-print and test outcomes in the real world. MiMICRE will be sold into high school, post-secondary, and informal Ed. markets. Our STEM application team will work with bioengineering, diversity, and evaluation consultants and engineering software industry partners to pursue three proof-of-concept Phase I Aims: 1) Show the feasibility of integrating commercial tools for CAD and computational analysis with a game-based bioengineering environment for STEM; 2) Show the functionality of a biomedical engineering project in MiMICRE to engage teams of students, support prototyping, and connect to NGSS and CCSS math standards; and 3) Test MiMICRE with students. Success in verifying usability via a System Usability Score, feasibility of implementation by completing challenges during typical class sessions, and time, support for effective collaboration using group interaction and digital design- sharing, and improved outcomes with statistically significant knowledge increases will set the stage for a larger Phase II demonstration—during which we will add to the diversity of biomimetic/bioengineering projects, add support for post-secondary applications, refine the prototype, and conduct more-rigorous MiMICRE evaluation.

摘要：美国的健康科学 STEM 工作岗位比合格的工人多得多。 在数学和科学技能方面也落后于其他经合组织国家，需要更好的 STEM 教育， 为 K-12 学生（尤其是 21 世纪 STEM 工作所需的代表性不足的群体）做好准备并激励他们。 扎实的 STEM 内容知识以及解决问题/批判性思维能力和团队合作能力。 基于游戏的生物工程学习体验有可能满足这些 STEM 相关需求并 为更多各类人员从事健康科学工作做好准备 然而，需要创新来推动。 实施、降低成本并增强真实性/现实性和 K-12 学生参与度的一个关键方面。 我们的 STEM 缺陷是我们未能为学生提供基础的数学/科学技能并传达他们的现实世界 K-12 中的基于项目的学习 (PBL) 和工程可以实现这一点，但目前受到限制。 教学时间、教师培训、项目资源成本以及评估参与性、基于项目的难度 研究表明，团队 STEM 协作和对社区问题的应用得到改善。 STEM 成果——特别是对于代表性不足的群体而言，但可以获得融合的项目和经验。 这两个特点在教学上是有限的；普​​通的PBL对于高中阶段缺乏足够的现实性； 学习；以及自定进度、易于实施且支持的创新、具有成本效益的解决方案 为了满足这些需求，这个多阶段的 SBIR 项目将利用。 强大的初步工作/数据来开发、验证和商业化基于游戏的生物工程工具，称为 模仿和医学启发的课堂工程（MiMCRE）正如设想的那样，它将采用应用数学。 生物工程和仿生学项目的设计、分析和模拟中的科学。 将协作设计假肢，应用数学和科学模型对其进行评估，然后进行 3D 打印和 MiMICRE 的测试结果将销往高中、高等教育和非正式教育市场。 我们的 STEM 应用团队将与生物工程、多样性和评估顾问以及工程人员合作 软件行业合作伙伴追求三个概念验证第一阶段的目标：1）展示集成的可行性 用于 CAD 和计算分析的商业工具，以及基于游戏的 STEM 生物工程环境； 2) 在 MiMICRE 中展示生物医学工程项目的功能，以吸引学生团队、支持 原型设计，并连接到 NGSS 和 CCSS 数学标准；3) 与学生一起测试 MiMICRE 的成功。 通过系统可用性分数验证可用性，通过完成期间的挑战来验证实施的可行性 典型的课堂课程和时间，使用小组互动和数字设计支持有效协作- 通过统计上显着的知识共享和改善结果将为更大范围的研究奠定基础 第二阶段示范——在此期间我们将增加仿生/生物工程项目的多样性，添加 支持高等教育应用、完善原型并进行更严格的 MiMICRE 评估。