以工程设计为中心的“K-12工程教育”:源起、内涵与实施策略——美国《以调查和设计为中心的6-12年级科学与工程》之启示
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摘要
工程设计作为当代基础教育阶段科学课程的重要组成部分,已经体现在多个国家的课程文件中,为"K-12工程教育"带来了新的机遇和挑战。2018年,美国国家科学院等发布了《以调查和设计为中心的6-12年级科学与工程》报告,明确提出以科学调查和工程设计作为科学教育的核心实践,代表了美国科学教育实验教学的前沿性研究成果。工程设计融入K-12教育中,使得其具备作为教学方法、作为学科实践和作为学科核心观念的内涵。基于对"K-12工程教育"的反思和总结,报告提出了真实的设计项目、学生应该成为反思性设计者、教师应该作为设计指导者的三个实践策略,并明确了学生、教师和课程资源三个方面的教学转变。在此基础上,结合我国工程教育现状和发展诉求,进一步得出对我国"K-12工程教育"实施的启示。
As an important part of the elementary scientific curriculum, engineering design has been reflected in the curriculum documents of many countries, and bringing new opportunities and challenges to K-12 engineering education. In 2018,National Academies of Sciences, Engineering, and Medicine has released the report of Science and Engineering for Grades 6-12:Investigation and Design at the Center,clearly put forward the scientific investigation and engineering design as the core of the scientific education practice, which represents the frontier research achievements of international STEM education. The integration of engineering design into K-12 education has gone through three main stages, which makes engineering design have the connotation of pedagogy, disciplinary practice and disciplinary core idea. Based on the reflection and summary of K-12 engineering education, the report puts forward three practical strategies: authentic design projects, students as reflective designers, teachers as design coaches,and the teaching transition of students, teachers and course resources. By combining the current situation and development demands of China's engineering education, we put forward the implementation strategies for K-12 engineering education in china.
As an important part of the elementary scientific curriculum, engineering design has been reflected in the curriculum documents of many countries, and bringing new opportunities and challenges to K-12 engineering education. In 2018,National Academies of Sciences, Engineering, and Medicine has released the report of Science and Engineering for Grades 6-12:Investigation and Design at the Center,clearly put forward the scientific investigation and engineering design as the core of the scientific education practice, which represents the frontier research achievements of international STEM education. The integration of engineering design into K-12 education has gone through three main stages, which makes engineering design have the connotation of pedagogy, disciplinary practice and disciplinary core idea. Based on the reflection and summary of K-12 engineering education, the report puts forward three practical strategies: authentic design projects, students as reflective designers, teachers as design coaches,and the teaching transition of students, teachers and course resources. By combining the current situation and development demands of China's engineering education, we put forward the implementation strategies for K-12 engineering education in china.
引文
[1]陈钱钱,赵国庆,王晓静.科学工程实践、跨学科概念与学科核心知识的整合---从《下一代科学教育标准》视角看WISE项目[J].远程教育杂志,2018(2):29-36.
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[3]Cunningham C M,Carlsen W S.Teaching Engineering Practices[J].Journal of Science Teacher Education,2014(2):197-210.
[4]Banilower E R,Smith P S,Weiss I R,et al.Report of the 2012 National Survey of Science and Mathematics Education[J].Horizon Research Inc,2013(2):309.
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[6]Antink-Meyer A,Meyer D Z.Science Teachers’Misconceptions in Science and Engineering Distinctions:Reflections on Modern Research Examples[J].Journal of Science Teacher Education,2016(6):625-647.
[7]McComas W F,Nouri N.The Nature of Science and the Next Generation Science Standards:Analysis and Critique[J].Journal of Science Teacher Education,2016(5):555-576.
[8]Carr R L,Bennett L D,Strobel J.Engineering in the K-12 STEMStandards of the 50 U.S.States:An Analysis of Presence and Extent[J].Journal of Engineering Education,2012(3):539-564.
[9]Sadler T D,Burgin S,Mckinney L,et al.Learning Science through Research Apprenticeships:A Critical Review of the Literature[J].Journal of Research in Science Teaching,2010(3):235-256.
[10]National Academies of Sciences,Engineering,and Medicine.Science and Engineering for Grades 6-12:Investigation and Design at the Center[M].Washington,DC:The National Academies Press,2018.
[11]Committee on STEM Education.Charting A Course for Success:America’s Strategy for STEM Education[OB/EL].[2019-06-14].https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf.
[12]enay Purzer.Engineering Approaches to Problem Solving and Design in Secondary School Science:Teachers as Design Coaches[EB/OL].[2018-10-06].http://nas.edu/Science-Investigation-and-Design.
[13]Kolodner J L,Camp P J,Crismond D,et al.Problem-based Learning Meets Case-based Reasoning in the Middle-school Science Classroom:Putting Learning by Design(tm)into Practice[J].The Journal of the Learning Sciences,2003(4):495-547.
[14]Apedoe X S,Reynolds B,Ellefson M R,Schunn C D.Bringing Engineering Design into High School Science Classrooms:The Heating/Cooling Unit[J].Journal of Science Education and Technology,2008(5):454-465.
[15]Fortus D,Dershimer R C,Krajcik J,Marx R W,Mamlok-Naaman R.Design-based Science and Student Learning[J].Journal of Research in Science Teaching,2004(10):1081-1110.
[16]唐小为,王唯真.整合STEM发展我国基础科学教育的有效路径分析[J].教育研究,2014(9):61-68.
[17]Berland L,Steingut R,Ko P.High School Student Perceptions of the Utility of the Engineering Design Process:Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content[J].Journal of Science Education and Technology,2014(6):705-720.
[18]Svarovsky G N.Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis[J].Journal of Pre-College Engineering Education,2011(2):19-30.
[19]Glancy A W,Moore T J,Guzey S,Smith K A.Students’Successes and Challenges Applying Data Analysis and Measurement Skills in a Fifth-grade Integrated STEM Unit[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):5.
[20]Mentzer N,Huffman T,Thayer H.High School Student Modeling in the Engineering Design Process[J].International Journal of Technology&Design Education,2014(8):293-316.
[21]Goldstein Loy B,Purzer S.Sustainable Neighborhood[J].Science Scope,2017(1):32-42.
[22]Purzer,Duncan-Wiles D,Strobel J.Cost or Quality?[J].Science&Children,2013(5):34-39.
[23]Dym C L,Brown D.Engineering Design:Representation and Reasoning(2nd ed.)[M].New York,NY:Cambridge University Press,2012:2.
[24]Kroes P.Design Methodology and the Nature of Technical Artefacts[J].Design Studies,2002(3):287-302.
[25]Svihla V,Petrosino A J,Diller K R.Learning to Design:Authenticity,Negotiation,and Innovation[J].International Journal of Engineering Education,2012(4):782-798.
[26]Wendell K B.Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience[J].Journal of Pre-College Engineering Education,2014(2):29-46.
[27]Wilson A A,Smith E,Householder D L.Using Disciplinary Literacies to Enhance Adolescents’Engineering Design Activity[J].Journal of Adolescent&Adult Literacy,2014(8):676-686.
[28]Adams R S,Siddiqui J A.Analyzing Design Review Conversations[M].Purdue University Press,2015.
[29]Cunningham C M,Kelly G J.Epistemic Practices of Engineering for Education[J].Science Education,2017(3):486-505.
[30]Lottero-Perdue P S,Parry E A.Elementary Teachers’Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):1.
[31]Sengupta-Irving T,Mercado J.Anticipating Change:An Exploratory Analysis of Teachers’Conceptions of Engineering in an Era of Science Education Reform[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):8.
[32]Baker D,Yasar-Purzer S,Kurpius S R,Krause S,Roberts C.Infusing Design,Engineering and Technology into K-12 Teachers’Practice[J].International Journal of Engineering Education,2007(5).
[33]Windschitl M,Thompson J,Braaten M,Stroupe D.Proposing a Core Set of Instructional Practices and Tools for Teachers of Science[J].Science Education Policy,2012(5):878-903.
[34]Kloser M.Identifying a Core Set of Science Teaching Practices:ADelphi Expert Panel Approach[J].Journal of Research on Science Teaching,2014(9):1185-1217.
[35]Windschitl M,Thompson J,Braaten M.Ambitious Science Teaching[M].Cambridge,MA:Harvard Educational Press,2018.
[36]中华人民共和国教育部.义务教育小学科学课程标准[OB/EL].[2019-06-16].http://www.moe.gov.cn/srcsite/A26/s8001/201702/t20170215_296305.html.
[37]中华人民共和国教育部.普通高中通用技术课程标准(2017版)[OB/EL].[2019-06-16].http://www.moe.gov.cn/srcsite/A26/s8001/201801/t20180115_324647.html.
[38]Cunningham C M,Kelly G J.Epistemic Practices of Engineering for Education[J].Science Education,2017(3):486-505.
[39]Pleasants J,Olson J K.What is Engineering?Elaborating the Nature of Engineering for K-12 Education[J].Science Education,2019(1):145-166.
[40]John Spencer,A J Juliani.如何用设计思维创意教学:风靡全球的创造力培养方法[M].王,董洪源,译.北京:中国青年出版社,2018:18-48.
[41]杨绪辉,沈书生.设计思维方法支持下的创客教育实践探究[J].电化教育研究,2018(2):74-79.
[42]林琳,沈书生.设计思维与学科融合的作用路径研究---基础教育中核心素养的培养方法[J].电化教育研究,2018(5):12-18.
[43]陈鹏,田阳,刘文龙.北极星计划:以STEM教育为核心的全球创新人才培养---《制定成功路线:美国STEM教育战略》(2019-2023)解析[J].远程教育杂志,2019(2):3-14.
[2]占小红.工程实践融入基础科学教育:内涵、目标与路径[J].基础教育,2017(3):45-59.
[3]Cunningham C M,Carlsen W S.Teaching Engineering Practices[J].Journal of Science Teacher Education,2014(2):197-210.
[4]Banilower E R,Smith P S,Weiss I R,et al.Report of the 2012 National Survey of Science and Mathematics Education[J].Horizon Research Inc,2013(2):309.
[5]Chou P,Chen W.Elementary School Students’Conceptions of Engineers:A Drawing Analysis Study in Taiwan[J].International Journal of Engineering Education,2017(1):476-488.
[6]Antink-Meyer A,Meyer D Z.Science Teachers’Misconceptions in Science and Engineering Distinctions:Reflections on Modern Research Examples[J].Journal of Science Teacher Education,2016(6):625-647.
[7]McComas W F,Nouri N.The Nature of Science and the Next Generation Science Standards:Analysis and Critique[J].Journal of Science Teacher Education,2016(5):555-576.
[8]Carr R L,Bennett L D,Strobel J.Engineering in the K-12 STEMStandards of the 50 U.S.States:An Analysis of Presence and Extent[J].Journal of Engineering Education,2012(3):539-564.
[9]Sadler T D,Burgin S,Mckinney L,et al.Learning Science through Research Apprenticeships:A Critical Review of the Literature[J].Journal of Research in Science Teaching,2010(3):235-256.
[10]National Academies of Sciences,Engineering,and Medicine.Science and Engineering for Grades 6-12:Investigation and Design at the Center[M].Washington,DC:The National Academies Press,2018.
[11]Committee on STEM Education.Charting A Course for Success:America’s Strategy for STEM Education[OB/EL].[2019-06-14].https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf.
[12]enay Purzer.Engineering Approaches to Problem Solving and Design in Secondary School Science:Teachers as Design Coaches[EB/OL].[2018-10-06].http://nas.edu/Science-Investigation-and-Design.
[13]Kolodner J L,Camp P J,Crismond D,et al.Problem-based Learning Meets Case-based Reasoning in the Middle-school Science Classroom:Putting Learning by Design(tm)into Practice[J].The Journal of the Learning Sciences,2003(4):495-547.
[14]Apedoe X S,Reynolds B,Ellefson M R,Schunn C D.Bringing Engineering Design into High School Science Classrooms:The Heating/Cooling Unit[J].Journal of Science Education and Technology,2008(5):454-465.
[15]Fortus D,Dershimer R C,Krajcik J,Marx R W,Mamlok-Naaman R.Design-based Science and Student Learning[J].Journal of Research in Science Teaching,2004(10):1081-1110.
[16]唐小为,王唯真.整合STEM发展我国基础科学教育的有效路径分析[J].教育研究,2014(9):61-68.
[17]Berland L,Steingut R,Ko P.High School Student Perceptions of the Utility of the Engineering Design Process:Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content[J].Journal of Science Education and Technology,2014(6):705-720.
[18]Svarovsky G N.Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis[J].Journal of Pre-College Engineering Education,2011(2):19-30.
[19]Glancy A W,Moore T J,Guzey S,Smith K A.Students’Successes and Challenges Applying Data Analysis and Measurement Skills in a Fifth-grade Integrated STEM Unit[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):5.
[20]Mentzer N,Huffman T,Thayer H.High School Student Modeling in the Engineering Design Process[J].International Journal of Technology&Design Education,2014(8):293-316.
[21]Goldstein Loy B,Purzer S.Sustainable Neighborhood[J].Science Scope,2017(1):32-42.
[22]Purzer,Duncan-Wiles D,Strobel J.Cost or Quality?[J].Science&Children,2013(5):34-39.
[23]Dym C L,Brown D.Engineering Design:Representation and Reasoning(2nd ed.)[M].New York,NY:Cambridge University Press,2012:2.
[24]Kroes P.Design Methodology and the Nature of Technical Artefacts[J].Design Studies,2002(3):287-302.
[25]Svihla V,Petrosino A J,Diller K R.Learning to Design:Authenticity,Negotiation,and Innovation[J].International Journal of Engineering Education,2012(4):782-798.
[26]Wendell K B.Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience[J].Journal of Pre-College Engineering Education,2014(2):29-46.
[27]Wilson A A,Smith E,Householder D L.Using Disciplinary Literacies to Enhance Adolescents’Engineering Design Activity[J].Journal of Adolescent&Adult Literacy,2014(8):676-686.
[28]Adams R S,Siddiqui J A.Analyzing Design Review Conversations[M].Purdue University Press,2015.
[29]Cunningham C M,Kelly G J.Epistemic Practices of Engineering for Education[J].Science Education,2017(3):486-505.
[30]Lottero-Perdue P S,Parry E A.Elementary Teachers’Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):1.
[31]Sengupta-Irving T,Mercado J.Anticipating Change:An Exploratory Analysis of Teachers’Conceptions of Engineering in an Era of Science Education Reform[J].Journal of Pre-College Engineering Education Research(J-PEER),2017(1):8.
[32]Baker D,Yasar-Purzer S,Kurpius S R,Krause S,Roberts C.Infusing Design,Engineering and Technology into K-12 Teachers’Practice[J].International Journal of Engineering Education,2007(5).
[33]Windschitl M,Thompson J,Braaten M,Stroupe D.Proposing a Core Set of Instructional Practices and Tools for Teachers of Science[J].Science Education Policy,2012(5):878-903.
[34]Kloser M.Identifying a Core Set of Science Teaching Practices:ADelphi Expert Panel Approach[J].Journal of Research on Science Teaching,2014(9):1185-1217.
[35]Windschitl M,Thompson J,Braaten M.Ambitious Science Teaching[M].Cambridge,MA:Harvard Educational Press,2018.
[36]中华人民共和国教育部.义务教育小学科学课程标准[OB/EL].[2019-06-16].http://www.moe.gov.cn/srcsite/A26/s8001/201702/t20170215_296305.html.
[37]中华人民共和国教育部.普通高中通用技术课程标准(2017版)[OB/EL].[2019-06-16].http://www.moe.gov.cn/srcsite/A26/s8001/201801/t20180115_324647.html.
[38]Cunningham C M,Kelly G J.Epistemic Practices of Engineering for Education[J].Science Education,2017(3):486-505.
[39]Pleasants J,Olson J K.What is Engineering?Elaborating the Nature of Engineering for K-12 Education[J].Science Education,2019(1):145-166.
[40]John Spencer,A J Juliani.如何用设计思维创意教学:风靡全球的创造力培养方法[M].王,董洪源,译.北京:中国青年出版社,2018:18-48.
[41]杨绪辉,沈书生.设计思维方法支持下的创客教育实践探究[J].电化教育研究,2018(2):74-79.
[42]林琳,沈书生.设计思维与学科融合的作用路径研究---基础教育中核心素养的培养方法[J].电化教育研究,2018(5):12-18.
[43]陈鹏,田阳,刘文龙.北极星计划:以STEM教育为核心的全球创新人才培养---《制定成功路线:美国STEM教育战略》(2019-2023)解析[J].远程教育杂志,2019(2):3-14.