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：美国比合格的工人拥有更多的健康科学STEM工作。我们 也滞后在数学和科学技能方面的其他经合组织。需要更好的STEM教育才能参与 准备并启发K-12学生，尤其是代表性不足的群体。 21世纪的STEM工作需要 坚实的STEM内容知识以及解决问题/批判性思维技能和团队合作。协作， 基于游戏的生物工程学习经验有可能满足这些与STEM相关的需求以及 为健康科学工作准备更多类型的人。但是，需要创新才能提升 实施，降低成本并提高真实性/现实主义和K-12学生参与。一个关键方面 我们的STEM防御是我们未能为学生提供基础数学/科学技能并传达他们的现实世界 关联。基于项目的学习（PBL）和K-12中的工程可以实现这一目标，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，基于项目的困难 经验。研究表明，团队STEM协作和针对社区问题的应用有所改善 STEM结果 - 特别是对于代表性不足的群体。但是可以访问融合的程序和经验 这两个带有指导的功能是有限的。普通PBL缺乏高级高中的足够的现实主义 学习;以及自节奏，易于实施的创新性，具有成本效益的解决方案，并且支持 协作尚不可用。为了响应这些需求，这个多相SBIR项目将大写 强大的初步工作/数据以开发，验证和商业化基于游戏的生物工程工具，称为 Mimetics和受过医学启发的课堂工程（MIMCRE）。如所设想的，它将采用应用垫 以及以生物工程和仿生为中心的项目的设计，分析和模拟中的科学。学生 将协作设计假肢，应用数学和科学模型来评估它们，然后是3D Print，然后 现实世界中的测试结果。模仿将被出售到高中，大专和非正式杂志。市场。 我们的STEM应用团队将与生物工程，多样性和评估顾问和工程一起工作 软件行业合作伙伴购买三个概念验证阶段的目标：1）显示整合的可行性 用于CAD和计算分析的商业工具，具有基于游戏的生物工程环境； 2）显示模仿生物医学工程项目的功能，以吸引学生团队，支持 原型，并连接到NGSS和CCSS数学标准； 3）与学生一起测试模仿。成功 通过系统可用性得分来验证可用性，实施可行性，通过完成挑战 典型的课程和时间，使用小组互动和数字设计的有效协作支持 - 共享和改善的成果随着统计学上的显着知识的增加将为更大的舞台奠定 第二阶段演示 - 我们将添加到仿生/生物工程项目的多样性中 支持专上应用，完善原型并进行更牢固的模仿评估。