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首页> 外文期刊>Journal of Pre-College Engineering Education Research >Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study
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Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study

机译：中学工程课程中的数学，科学和工程集成：定性研究

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Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing field, using discourse analysis techniques to examine whether and why students integrate math and science concepts into their engineering design work. The study focuses on student work during a unit from a high school engineering course. Video data were collected during the unit and were used to identify episodes of students discussing math and science concepts. Using discourse analysis, the authors found that students successfully applied math and science concepts to their engineering design work without teacher prompting when the concepts were familiar. However, explicit teacher prompting and instruction regarding the integration of less familiar concepts did not seem to facilitate student use of those concepts. Possible explanations and implications are discussed.
机译：在美国，K-12教室的工程设计越来越受到重视。科学，数学和工程学的集成是K-12工程学的好处和目标。但是，目前有关K-12科学，数学和工程集成功效的实证研究有限。这项研究使用话语分析技术来检查学生是否以及为什么将数学和科学概念整合到他们的工程设计工作中，从而增加了这个不断发展的领域。该研究的重点是高中工程课程中某个单元的学生工作。在该单元期间收集了视频数据，并用于识别讨论数学和科学概念的学生剧集。通过语篇分析，作者发现学生成功地将数学和科学概念应用到了工程设计工作中，而无需老师在熟悉概念时提示他们。然而，关于整合不太熟悉的概念的明确的教师提示和指导似乎并未促进学生对这些概念的使用。讨论了可能的解释和含义。

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