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首页> 外文会议>ASEE Annual Conference Exposition;American Society for Engineering Education Annual Conference Exposition >Learning through Teaching: A Longitudinal Study on the Effects ofGK-12 Programs on Teaching Fellows
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Learning through Teaching: A Longitudinal Study on the Effects ofGK-12 Programs on Teaching Fellows

机译：通过教学进行学习：GK-12计划对研究员的影响的纵向研究

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In 1999, the National Science Foundation Division of Graduate Education began a new projectrncalled the GK-12 program. These grants are awarded to universities to have graduate studentsrnand faculty in STEM fields work with teachers, schools, and students to improve STEMrneducation. These grants are also awarded with the mission of educating the future industry andrnprofessorial workforce on the culture and importance of K-12 STEM education. Tufts Universityrnreceived its first three-year GK-12 grant in 2000, called “GK-12 Engineering Fellows: A K-12rnResource for Integrating Engineering, Math and Science.” The project was awarded a three-yearrncontinuation in 2003 under the name “Tufts Engineering the Next Steps (TENS) GK-12.” Thesernprojects developed a cohort of over 20 graduate students from various engineering disciplinesrn(including computer science), who have worked to infuse engineering into existing math andrnscience curricula in K-12 schools.rnThe model of GK-12 at Tufts University is one of small team work; one Fellow works with 1-3rnteachers--the Fellow serves as a technical resource for the teacher and classroom and the teacherrnserves as an expert about pedagogy and classroom teaching. The Fellow helps to designrnengineering activities that align with science and math curriculum frameworks for all grades. ThernFellow spends a majority of his/her time co-teaching each class and is therefore exposed firstrnhand to the challenges and intricacies of public education.rnEvaluation data collected throughout both Tufts GK-12 projects have suggested an apparentrntrend in how the Fellows’ understanding of teaching and schools changes over the course of theirrnFellowship. Furthermore, many of the Fellows report improvement in their communication andrnteaching skills. This paper will investigate further the following hypothesis: Participating in arntime-intensive outreach program, where Fellows are teaching science, math, and engineeringrnconcepts, helps engineering graduate students to understand public school environments, developrnbetter communication skills, and hone their career plans.
机译：1999年，美国国家科学基金会研究生教育处开始了一个名为GK-12计划的新项目。这些赠款被授予大学，以使STEM领域的研究生和教师与教师，学校和学生合作，以改善STEM的教育。这些赠款还用于教育未来的行业和专业员工，以了解K-12 STEM教育的文化和重要性。塔夫茨大学（Tufts Universityrn）在2000年获得了第一个三年期GK-12资助，称为“ GK-12工程研究员：K-12rn整合工程，数学和科学的资源”。该项目于2003年被授予为期三年的连续性，名称为“塔夫茨工程技术有限公司（TENS）GK-12”。这些项目开发了来自不同工程学科（包括计算机科学）的20多名研究生，他们致力于将工程学引入K-12学校的现有数学和科学课程中。塔夫茨大学GK-12模型是小团队之一工作;一位院士与1-3名教师合作-院士是教师和课堂的技术资源，而老师是教育学和课堂教学的专家。研究员帮助设计与所有年级的科学和数学课程框架相符的工程活动。 ThernFellow将大部分时间都花在每个课上的共同教学上，因此首先要面对公共教育的挑战和错综复杂。rn整个Tufts GK-12项目收集的评估数据表明，研究员们对教学的理解有明显的趋势。并且学校在他们的奖学金过程中发生变化。此外，许多研究员报告说他们的沟通和教学技能得到了改善。本文将进一步研究以下假设：参加学习时间密集型推广计划，研究员在该计划中教授科学，数学和工程学概念，帮助工程学研究生了解公立学校的环境，发展更好的沟通技巧，并完善其职业计划。

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