Innovation Spotlights：Nine Dimensions for Supporting Powerful STEM Learning with Technology（Ⅲ）

【譯題】 技術(shù)促進(jìn)STEM學(xué)習(xí)的9個維度與創(chuàng)新案例（三）

5.Engineering Design Processes. Students plan， revise， implement， and test problem solutions using engineering design processes and appropriate support technologies.

Douglas L. Jamerson， Jr. Elementary School

At Jamerson Elementary in St Petersburg， Florida， children learn the engineering design process of “Plan， Design， Check， and Share” starting in kindergarten. By third grade， students learn about insulators and conductors and apply their knowledge when planning and making insulators with the goal of keeping ice cubes from melting. A variety of technology tools support the students engineering design and evaluation activities. Drawing on knowledge from previous lessons in earlier grades about insulators and conductors， students start by collaboratively planning their ice incubators by drawing out prototypes and talking through their ideas. During the design stage， students test the temperature of different materials， such as black and white paper and aluminum foil， to see which has the lowest temperature. After adding ice cubes to the insulators， the initial temperature is taken prior to leaving the insulators outside in the sun for 30 minutes. Students then check their design by using probeware to take multiple readings of the temperature， which are later graphed on a chart and used as data. Back in the classroom， students take out their ice vessels and measure the millimeters of liquid to see how much water had melted. As a class， students share out their design challenges to investigate which materials made the best insulators.

Design Tech High School

At Design Tech High School in Redwood City， California， students use different digital tools and the engineering design process to propose， plan， scope， and budget a semester-long engineering project. In small groups， students create a personalized， resin table， in one case to reflect aspects of the local peninsula and the previous location of the school. Students create digital drawings of their table， using the size dimensions to calculate the amount of materials they need. They use a Gantt chart to plan out their work for each week of the project， with students making adjustments as needed， for example， when they find out some of their materials are unavailable. Students learn important skills throughout the entire design process， initially working as a team and then separating into individual roles. Students learn to use new tools to manage and implement a process in which mistakes and solving unanticipated problems are both important and necessary.

6.Science Argumentation. Students use technology that supports science argumentation skills including presenting and evaluating evidence about scientific or mathematical claims.

Weaver Lake STEM Elementary School

At Weaver Lake STEM Elementary School in Maple Grove， Minnesota， fourth graders engage in a year-long study about lake health to learn science argumentation skills using data and evidence. Guided by the question， “Is the lake healthy？” students pay monthly visits to a nearby freshwater lake to collect environmental data with digital tools used by real scientists. Students use probes to record water and soil temperatures; collect samples of lake water; and use a turbidity tube to record water clarity. Students also take digital photographs of the lakefront to document seasonal observations at different times of the year.

Back in the classroom， students are tasked to create a website that lets the broader school community know whether or not the lake is healthy based on their data. Technology permits students to effectively display the evidence that they collected over the school year （including graphs and photos）， articulate their arguments， and revise their arguments as needed. These data provide students with the opportunity and motivation to enhance and expand the efficacy of their scientific argument and presentation.

5.工程設(shè)計過程。學(xué)生使用工程設(shè)計流程和適當(dāng)?shù)募夹g(shù)來計劃、修改、實施和測試問題解決方案。

案例學(xué)校：Douglas L. Jamerson， Jr. Elementary School

在Douglas L. Jamerson， Jr. Elementary School，孩子們從幼兒園就開始學(xué)習(xí)計劃、設(shè)計、檢查和分享的工程設(shè)計過程。到了三年級，學(xué)生們學(xué)習(xí)熱絕緣體和熱良導(dǎo)體，并在設(shè)計和制作熱絕緣體時運用他們的知識，以防止冰塊融化。各種技術(shù)工具支持學(xué)生的工程設(shè)計和評估活動。學(xué)生們從低年級上過的有關(guān)熱絕緣體和熱良導(dǎo)體的課程中汲取知識，通過畫出模型并討論自己的想法，共同規(guī)劃自己的冰容器。在設(shè)計階段，學(xué)生測試不同材料的溫度，如黑色和白色的紙和鋁箔，看看哪個溫度最低。在向熱絕緣體中加入冰塊后，先測量初始溫度，隨后將它置于陽光下30分鐘，再次測量溫度。然后，學(xué)生們通過使用專業(yè)軟件對溫度進(jìn)行多次測量來檢查他們的設(shè)計，這些測量數(shù)據(jù)隨后被繪制成圖表并用作數(shù)據(jù)。回到教室，學(xué)生們拿出他們的冰容器，測量液體的毫米數(shù)，看看已經(jīng)融化了多少水。在班級課上，學(xué)生們分享他們在設(shè)計的過程中遇到的挑戰(zhàn)，調(diào)查得出哪些材料是最好的熱絕緣體。

案例學(xué)校：Design Tech High School

在Design Tech High School，學(xué)生使用不同的數(shù)字工具和工程設(shè)計流程來建議、計劃、評估和預(yù)算整個學(xué)期的工程項目。在小組中，學(xué)生創(chuàng)建一個個性化的樹脂桌，以反映當(dāng)?shù)匕雿u和學(xué)校以前的位置。學(xué)生利用尺寸來計算所需材料的數(shù)量，以創(chuàng)建其桌子的數(shù)字繪圖。他們使用甘特圖來計劃每周的項目工作，當(dāng)然，學(xué)生可以根據(jù)需要調(diào)整項目規(guī)劃，比如當(dāng)他們發(fā)現(xiàn)某些材料無法使用時。他們將在整個設(shè)計過程中學(xué)習(xí)重要技能，最初是一個團(tuán)隊，然后進(jìn)行分工，個人獨立完成部分工作。學(xué)生將學(xué)習(xí)使用新工具來管理和實施一個項目進(jìn)程，在該過程中，試錯和解決無法預(yù)料的問題顯得既重要又必要。

6.科學(xué)論證技能。學(xué)生使用支持科學(xué)論證技能的技術(shù)，包括提出和評估有關(guān)科學(xué)或數(shù)學(xué)主張的證據(jù)。

案例學(xué)校：Weaver Lake STEM Elementary School

在Weaver Lake STEM Elementary School，四年級學(xué)生進(jìn)行了一項為期一年的關(guān)于湖泊健康的研究，學(xué)習(xí)使用數(shù)據(jù)和證據(jù)進(jìn)行科學(xué)論證的技能?！斑@個湖是健康的嗎？”在這個問題的引導(dǎo)下，學(xué)生們每月去附近的淡水湖，用真正科學(xué)家使用的數(shù)字工具收集環(huán)境數(shù)據(jù)。學(xué)生們用探針記錄水和土壤溫度;收集湖水樣本;使用濁度管記錄水的凈度。學(xué)生們還拍攝了湖邊的數(shù)碼照片，以記錄一年中不同時間的季節(jié)性觀測數(shù)據(jù)。

回到教室后，學(xué)生們按要求創(chuàng)建一個網(wǎng)站，讓更多的學(xué)校社區(qū)人員根據(jù)他們的數(shù)據(jù)判斷這個湖是否健康。技術(shù)環(huán)境讓學(xué)生可以有效地展示他們在學(xué)年中收集到的證據(jù)（包括圖表和照片），闡明他們的論點，并根據(jù)需要修改他們的論點。這些數(shù)據(jù)為學(xué)生提供了機會和動力，以增強和擴大他們的科學(xué)論證和演示的有效性。