Journal of Pre-College Engineering Education Research (J-PEER)

Student Learning in Challenge-Based Engineering Curricula

Leema K. Berland et al. — Thu, 18 Apr 2013 05:10:48 PDT

In recent years, there has been a demand to teach engineering in high schools, particularly using a challenge-based curriculum. Many of these programs have the dual goals of teaching students the engineering design process (EDP), and teaching to deepen their understanding and ability to apply science and math concepts. Using both quantitative and qualitative methods, this study examines whether a high school design engineering program accomplishes each of the two goals. During the 2010–2011 school year, over 100 students enrolled in the same design engineering course in seven high schools. Evidence of learning and application of the EDP is accomplished by triangulating student interviews with pre-/post-tests of EDP-related questions and a survey of design engineering beliefs. To determine whether students could apply science and math concepts, we examined content test questions to see if students used science and math ideas to justify their engineering work, and triangulated these results with student interviews. The results are mixed, implying that although there is some learning, application is inconsistent.

Elementary Engineering Education (EEE) Adoption and Expertise Development Framework: An Inductive and Deductive Study

Yan Sun et al. — Thu, 18 Apr 2013 05:10:46 PDT

Elementary engineering education (EEE) is an educational innovation. Using Rogers’s innovation diffusion model, the Concerns-Based Adoption Model (CBAM), and Dreyfus’s skill acquisition model as its theoretical frameworks, this study investigated elementary teachers’ EEE adoption and EEE expertise development. Data of this study were collected through face-to-face interviews and open-ended online surveys conducted with 73 elementary teachers who received one-week EEE training from INSPIRE, the Institute for P-12 Engineering Research and Learning at Purdue University. An analytic induction approach was adopted in the analyses of the data. Based on the data analyses results, an evidence-based EEE adoption and expertise development framework was constructed to describe the process of EEE adoption and EEE expertise development and to capture individual elementary teachers’ differences in this process. This framework includes the four-staged EEE adoption dimension and the five-staged EEE expertise development dimension. This framework is able to reveal the ‘‘synchronic differences’’ and the ‘‘diachronic progression’’ in EEE adoption and EEE expertise development. While the ‘‘synchronic differences’’ indicate elementary teachers’ different standings in the EEE adoption and EEE expertise development stages at a given time, the ‘‘diachronic progression’’ indicates progress along the stages over time. This framework is proposed to be used by EEE professional development programs to conceptualize, assess, and track their teacher learners’ standings and progress in EEE adoption and EEE expertise development for the purpose of program improvement and the purpose of providing teacher learners with effective and on-going support.

Designing for STEM Integration

Leema K. Berland — Thu, 18 Apr 2013 05:10:41 PDT

We are increasingly seeing an emphasis on STEM integration in high school classrooms such that students will learn and apply relevant math and science content while simultaneously developing engineering habits of mind. However, research in both science education and engineering education suggests that this goal of truly integrating STEM is rife with challenges. As such, this paper reports upon the efforts of an NSF-funded project to translate the lessons learned in science classrooms—in which the science learning goals are contextualized within engineering challenges—to engineering classrooms—in which the engineering practices are an additional, and important, learning goal. In particular, this paper identifies design principles for facilitating student application of math and science concepts while they engage in the practices of engineering. We explain the intent and learning theories behind each principle. In addition, we reify each goal by illustrating its application in our yearlong engineering course.

Ingenuity in Action: Connecting Tinkering to Engineering Design Processes

Jennifer Wang et al. — Thu, 18 Apr 2013 05:10:37 PDT

The Lawrence Hall of Science, a science center, seeks to replicate real-world engineering at the Ingenuity in Action exhibit, which consists of three open-ended challenges. These problems encourage children to engage in engineering design processes and problem-solving techniques through tinkering. We observed and interviewed 112 visitor groups at the exhibit to understand how children engage in engineering behaviors extracted from the steps of a design process and to what extent they are aware of these processes. We found that all but one group exhibited engineering behaviors, and facilitation and collaboration positively correlated with engineering behaviors. The Ingenuity in Action exhibit establishes a successful framework of designing for engineering learning.

Thu, 18 Apr 2013 05:10:33 PDT

Contents.

Developing a Vision of Pre-College Engineering Education

Jill A. Marshall et al. — Mon, 08 Oct 2012 07:15:51 PDT

We report the results of a study focused on identifying and articulating an ‘‘epistemic foundation’’ underlying a pre-collegiate focus on engineering. We do so in the context of UTeachEngineering (UTE), a program supported in part by funding by the National Science Foundation and designed to develop a model approach to address the systematic challenges facing this work—from identifying learning goals, to certifying pre- and in-service teachers for engineering courses to developing a research-based high school engineering course. Given the systemic nature of the UTE approach, this model is positioned to serve as a starting point to further the conversation around two of the National Academy of Engineering Committee on Standards in K-12 Engineering Education (2010) central recommendations for future work in this area: (1) Identification of core ideas in engineering, and (2) creation of guidelines for instructional materials. Toward that end, project faculty and staff were interviewed and/or surveyed about their views on the goals and outcomes of engineering and engineering teacher education, as well as strategies design to reach these goals and the warrants for them. Data were analyzed following a grounded protocol. The results align well with previous efforts to identify ‘‘core engineering concepts, skills, and dispositions for K-12 education’’ (National Academy of Engineering Committee on Standards in K-12 Engineering Education, 2010, Annex to Chapter 3).

Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students

Stacy S. Klein-Gardner et al. — Mon, 08 Oct 2012 07:15:50 PDT

This phenomenological study examined the impact of Research Experiences for Teachers (RET) teacher-developed curriculum on teaching styles and strategies at two RET sites with common Legacy Cycle training. The study was conducted to assess and document program-specific and National Science Foundation (NSF) goals related to classroom practices and outcomes. We set out to define how the RET program influenced teachers’ teaching style and strategies and how teachers’ new curriculum from the RET program affected students. Twenty-seven science and math teachers participated in interviews at the end of their summer research experience, and twenty of these teachers participated in interviews after teaching their Legacy Cycle module during the academic year. These interviews were coded for themes and subthemes relating to teachers’ teaching styles and their effects on students. Teachers used real-world contexts within their Legacy Cycle curricula and thus began to teach in interdisciplinary ways, exposing students to engineering in the process. According to their teachers, students enjoyed learning with the Legacy Cycle curricula. They took a more active role in the classroom, leading them to be better able to apply their new knowledge. Using the Legacy Cycle as a pedagogical approach in an RET program leads to instructional materials that integrate teachers’ research while maintaining use of state and national standards. Teachers perceived that student enjoyment of, and engagement in, the material increased, while also exposing them to engineering.

Do Goals Matter in Engineering Education? An Exploration of How Goals Influence Outcomes for FIRST Robotics Participants

Jeanine L. Skorinko et al. — Mon, 08 Oct 2012 07:15:48 PDT

It has long been recognized that engineers need a variety of skills, including technical and social, to succeed professionally. Attempts to include social skills (i.e., communication, teamwork, and leadership) in engineering education are relatively recent (i.e., within the last decade). Thus, the current study investigates whether social goals influence academic and social outcomes. Four hundred and three highschool aged robotics participants (262 male; 146 female; 22 not specified) completed a survey about their experiences in FIRST Prior to completing the survey, participants learned that an important goal of FIRST was a) social networking, b) academic learning, or c) no goal. Academic and social outcomes were assessed at the beginning and end of the season, but the goal instructions were administered only at the beginning of the season. The findings show that the goals promoted can dramatically influence social and academic outcomes. The implications this has for engineering programs are discussed.

A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education

Joel D. Donna — Mon, 08 Oct 2012 07:15:47 PDT

Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can help teachers better understand engineering design processes and can foster collaborations. This can lead to a culture shift within the school by which integration of STEM concepts and process becomes more seamless for both educators and their students. This paper describes a research-based model for professional development to promote engineering pedagogy to support learning of STEM concepts within and across domains.

Mon, 08 Oct 2012 07:15:42 PDT

Contents

Engineering Education in the Science Classroom: A Case Study of One Teacher’s Disparate Approach with Ability-Tracked Classrooms

Christine G. Schnittka — Thu, 12 Apr 2012 10:43:06 PDT

Currently, unless a K-12 student elects to enroll in technology-focused schools or classes, exposure to engineering design and habits of mind is minimal. However, the Framework for K-12 Science Education, published by the National Research Council in 2011, includes engineering design as a new and major component of the science content to be taught by all K-12 teachers of science. This addition will likely require substantial teacher preparation in all the states that adopt the new standards that will be developed from the Framework. Engineering design will not be taught as just an elective to students who have prior interest in a career in engineering, but also as a habit of mind and a 21st century skill to all students in their regular classes. In this case study, one middle school science teacher taught an engineering design-based curriculum to two different classes of 8th grade students: a high-track and a low-track. The low-track class contained a substantial number of students with learning disabilities. Given the freedom to differentiate her teaching based on the needs of her students, the teacher provided a disparate learning environment for her lower-tracked students, and disparate learning outcomes were evident. This study is designed to begin the discussion about equity in engineering education at the K-12 level. Engineering design-based science instruction can level the playing field for students with learning differences if teachers are prepared for the challenge.

Considerations for Teaching Integrated STEM Education

Micah Stohlmann et al. — Thu, 12 Apr 2012 10:42:55 PDT

Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively teach integrated STEM education. A support, teaching, efficacy, and materials (s.t.e.m.) model of considerations for teaching integrated STEM education was developed through a year-long partnership with a middle school. The middle school was implementing Project Lead the Way’s Gateway to Technology curriculum. The s.t.e.m. model is a good starting point for teachers as they implement and improve integrated STEM education.

An Analysis of Retention Programs for Female Students in Engineering at the University of Toledo

Matthew Franchetti — Thu, 12 Apr 2012 10:42:52 PDT

This paper summarizes the findings of a five-year study aimed at improving the retention rates of female students pursuing careers in engineering. The study analyzed a series of programs implemented at the University of Toledo. The programs involve hands-on design projects, research experiences, communication tools geared towards females, mentoring programs, and on-the-job rotations aimed at sparking enthusiasm and interest in engineering. The effectiveness of the programs over time is measured from the rates of female retention from the freshman to sophomore year. These programs may serve as models for other universities interested in improving opportunities and success rates for female engineers.

Designing Design Squad: Developing and Assessing a Children’s Television Program about Engineering

Daniel David Frey et al. — Thu, 12 Apr 2012 10:42:47 PDT

This paper describes a multi-media outreach campaign intended to increase children’s knowledge of engineering and to improve the public image of the profession. The central element is a reality-based show entitled Design Squad, whose first season was broadcast on public television stations beginning in the spring of 2007. The show was developed through iterations of prototype episodes and formative assessment with focus groups. The program features two teams of teenagers competing to solve engineering challenges posed by clients. Design Squad highlights the excitement and enjoyment that come from creative technical work. The contestants use modern components including microcontrollers, sensors, and actuators, providing the viewing audience needed exposure to the inner workings of modern technology. The program was broadcast on Public Broadcasting Service television stations nationally. A summative assessment of season #1 was conducted including 139 children who viewed four episodes. The study indicated that the program positively influenced viewers’ attitudes about engineering and increased interest in after-school engineering programs. The assessment also suggested that viewers learned about engineering, but they also generalized incorrectly from what they saw. An extensive outreach effort enabled about 30,000 viewers to follow up on their interest in engineering by doing simple design challenges and interacting with knowledgeable adults. Comparison with another reality-based children’s educational program entitled Fetch with Ruff Ruffman gives insight into how content and format affect outcomes.

Thu, 12 Apr 2012 10:42:40 PDT

Contents

Elementary Teachers’ Views about Teaching Design, Engineering, and Technology

Ming-Chien Hsu et al. — Fri, 14 Oct 2011 06:35:39 PDT

While there is a growing interest in infusing engineering into elementary classrooms, very little is known about how well positionedelementary teachers are to teach engineering. This study examined elementary teachers’ perceptions of and familiarity with design,engineering, and technology (DET). We collected data from 192 elementary teachers using the DET teacher survey. While theseelementary teachers thought teaching DET was important (Mean 5 3.46; SD 5 0.43), they were relatively unfamiliar with DET (Mean 52.01; SD 5 0.65). Years of teaching experience did not affect teachers’ familiarity with teaching DET and their perceptions of how important DET was. Moderately experienced teachers showed stereotypical views of engineering. Furthermore, teachers’ motivations toteach DET differed based on their ethnic backgrounds. The results suggest a need to improve elementary teachers’ familiarity with design,engineering, and technology. Professional development activities should be guided by research on teacher knowledge, and establish analignment between motivations of teachers and expectations of their schools to ensure administrative support.

Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis

Gina Navoa Svarovsky — Fri, 14 Oct 2011 06:35:37 PDT

Recently, K-12 engineering education has received increased attention as a pathway to building stronger foundations in math andscience and introducing young people to the profession. However, the National Academy of Engineering found that many K-12engineering programs focus heavily on engineering design and science and math learning while minimizing the development ofengineering habits of mind. This narrowly-focused engineering activity can leave young people – and in particular, girls – with a limitedview of the profession. This study describes Digital Zoo, an engineering learning environment that engaged girls in authentic engineeringactivity in order to link the development of engineering skills and knowledge to engineering ways of thinking. Specific activities from anengineering practicum were recreated in the learning environment, where ten middle school girls from diverse backgrounds role-played asengineers designing solutions to a client-based project. Responses on pre, post, and follow up interviews suggest the participants wereable to develop each of the five epistemic frame elements – engineering skills, knowledge, identity, values, and epistemology – as a resultof Digital Zoo. In situ data from the intervention was analyzed with a sophisticated mixed methods approach that integrated qualitativemethods with a new quantification technique, Epistemic Network Analysis. These techniques allowed for the exploration of complexthinking and learning throughout the different activities of Digital Zoo. The results of this analysis identified client-focused activity andnotebook-based reflection as two activities within Digital Zoo that fostered key linkages to engineering values and epistemology.

‘‘Math in a Can’’: Teaching Mathematics and Engineering Design

Ronald B. Narode — Fri, 14 Oct 2011 06:35:35 PDT

Using an apparently simple problem, ‘‘Design a cylindrical can that will hold a liter of milk,’’ this paper demonstrates how engineeringdesign may facilitate the teaching of the following ideas to secondary students: linear and non-linear relationships; basic geometry ofcircles, rectangles, and cylinders; unit measures of area and volume; solving systems of equations with at least two variables;minimization of area to control materials costs and to prevent heat exchange; packing geometry to minimize space for transportation andstorage and for controlling for heat exchange; golden ratio as a design aesthetic; ergonomic factors in design including considerations ofcomfort of handling and safety; and strength of design for stacking and handling as well as for the prevention of accidental tipping. Thisinterdisciplinary curriculum uses engineering design challenges to engage students with meaningful and fun group activities anddiscussions that also teach a multitude of diverse and powerful mathematical concepts.

STEM Integration: Teacher Perceptions and Practice

Hui-Hui Wang et al. — Fri, 14 Oct 2011 06:35:33 PDT

To gain a better understanding of teachers’ beliefs about, perceptions of, and classroom practices using STEM integration, a multi-casecase study was conducted with three middle school teachers. These teachers were purposefully selected from a pool of teachers involvedin a year-long professional development module on STEM integration to represent science, mathematics and engineering teachers. Thisstudy addresses the following research questions: (1) What are teachers’ beliefs about and perceptions of STEM integration after a yearlongteacher professional development training? and (2) What is the connection between beliefs about and perceptions of STEMintegration and teachers’ classroom practices? Data collection consisted of document analysis, classroom observations, and interviews.Data were analyzed using the constant comparative method. Findings from the case studies suggest that (1) the problem solving process isa key component to integrate STEM disciplines, (2) teachers in different STEM disciplines have different perceptions about STEMintegration and that leads to different classroom practices, (3) technology is the hardest discipline to integrate in these cases, and (4)teachers are aware of the need to add more content knowledge in their STEM integration.

Fri, 14 Oct 2011 06:35:31 PDT

Contents