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Supporting Middle School Teachers' Implementation of STEM Design Challenges

机译：支持中学教师实施STEM设计挑战

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摘要

We describe and analyze a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students. The overarching project goal involved the implementation of interdisciplinary STEM Design Challenges (DCs). The PD model targeted: (a) increasing teachers' content and pedagogical content knowledge in mathematics and science; (b) helping teachers integrate STEM practices into their lessons; and (c) addressing teachers' beliefs about engaging underperforming students in challenging problems. A unique aspect involved low-achieving students and their teachers learning alongside each other as they co-participated in STEM design challenges for one week in the summer. Our analysis focused on what teachers came to value about STEM DCs, and the challenges in and affordances for implementing DCs. Two significant areas of value for the teachers were students' use of scientific, mathematical, and engineering practices and motivation, engagement, and empowerment by all learners. Challenges associated with pedagogy, curriculum, and the traditional structures of the schools were identified. Finally, there were four key affordances: (a) opportunities to construct a vision of STEM education; (b) motivation to implement DCs; (c) ambitious pedagogical tools; and, (d) ongoing support for planning and implementation.
机译：我们描述并分析了一种专业发展（PD）模型，该模型涉及科学，数学和教育大学的教职员工，科学和数学协调员以及中学管理人员，教师和学生之间的合作关系。总体项目目标涉及跨学科STEM设计挑战（DC）的实施。效绩数据模型的目标是：（a）增加数学和科学领域的教师内容和教学内容知识； （b）帮助教师将STEM的实践融入他们的课程中； （c）解决教师关于让表现不佳的学生参与挑战性问题的信念。一个独特的方面是，成绩低下的学生和他们的老师在夏天一起参加一周的STEM设计挑战时彼此学习。我们的分析重点是教师对STEM DC的评价，以及实施DC的挑战和能力。对教师而言，两个重要的价值领域是学生对科学，数学和工程实践的运用以及所有学习者的动机，参与和授权。确定了与教学法，课程设置和学校传统结构相关的挑战。最后，有四个主要的资助项目：（a）建立STEM教育愿景的机会； （b）推行区议会的动力； （c）雄心勃勃的教学工具； （d）对计划和实施的持续支持。

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