High School Students’ Perspectives on Mathematical Modeling in the Engineering Design Process (RTP)

Jialing Wu; Nicolas Leger; Stacy S Klein-Gardner

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!
Tagged Division: Pre-College Engineering Education Division (PCEE)
Page Count: 14
DOI: 10.18260/1-2--47528
Permanent URL: https://peer.asee.org/47528
Download Count: 61

Paper Authors

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Jialing Wu Vanderbilt University

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Jialing Wu is an incoming first-year PhD student in Engineering Education at the Ohio State University. She earned her M.Ed. in International Education Policy and Management at Vanderbilt University, Peabody College, and also holds a bachelor’s degree in Mechanical Engineering from China. Her research interests encompass international engineering education, pre-college engineering, as well as the application of quantitative methods and advanced technology in Engineering Education Research (EER).

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Nicolas Leger Florida International University

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Nicolas Léger is currently an engineering and computing education Ph.D. student in the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University. He earned a B.S. in Chemical and Biomolecular Engineering from the University of Maryland at College Park in May 2021 and began his Ph.D. studies the following fall semester. His research interests center on numerical and computational methods in STEM education and in Engineering Entrepreneurship.

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Stacy S Klein-Gardner Vanderbilt University orcid.org/0000-0002-3541-9173

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Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt University. She is the co-PI and co-Director of the NSF-funded Engineering for US All (e4usa) project and Executive Director of e4usa, the non-profit. Dr. Klein-Gardner is a Fellow of ASEE.

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Abstract

Mathematical modeling skills are essential for engineers to analyze complex real-world problems and develop effective solutions. A growing emphasis on pre-college engineering education to equip students with skills in the engineering design process exists; however, how pre-college students utilize and perceive the significance of mathematical modeling within the engineering design process remains unclear. [Project Name REDACTED] is dedicated to crafting engineering education courses for high school students with the goal of enhancing their understanding and skills in the engineering field. In a unit designed to introduce an engineering design process, we have introduced a MATLAB mathematical modeling lesson enabling students to observe the theoretical effects of impurity removal by a water filter by selecting different filtering materials. This paper explores the aspects of MATLAB activities that support or hinder students' perspectives on mathematical modeling, offering insights for the improvement of future engineering education programs.

The study is a part of a broader research project in which the research team conducted surveys, classroom observations, and focus group interviews involving students and teachers participating in [Project Name REDACTED] during the 2022-2023 academic year. Previously, the research team analyzed and published on the focus group data from teachers regarding the MATLAB activities, where we observed some diverse outcomes in terms of student learning. In this paper, we will present our findings from student focus group data from two schools: School A: three students; School B: six students, in two different states. For this project, we use the code book that we inductively created from our past project, and new codes as required.

The paper will summarize the emergent themes describing what promotes and inhibits student engagement in pre-college mathematical modeling lessons in engineering design. Additionally, [REDACTED] et al. (2023) previously pointed out in the teacher analysis that learning theories can potentially assist in understanding students' experiences in MATLAB activities. During our inductive coding of student experiences, we anticipate overlaps with Cognitive Load Theory (CLT). We will compare the coded themes with CLT to understand students' learning experiences through a lens of CLT. With the global advancement of technology and engineering, strengthening mathematical modeling skills for pre-college students in engineering courses has become increasingly important. This paper will contribute to the growing body of knowledge regarding how 21st-century students perceive mathematical modeling and provide insights for the development of engineering courses.

Citation
Format

Wu, J., & Leger, N., & Klein-Gardner, S. S. (2024, June), High School Students’ Perspectives on Mathematical Modeling in the Engineering Design Process (RTP) Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47528

TY - CPAPER
AB - Mathematical modeling skills are essential for engineers to analyze complex real-world problems and develop effective solutions. A growing emphasis on pre-college engineering education to equip students with skills in the engineering design process exists; however, how pre-college students utilize and perceive the significance of mathematical modeling within the engineering design process remains unclear. [Project Name REDACTED] is dedicated to crafting engineering education courses for high school students with the goal of enhancing their understanding and skills in the engineering field. In a unit designed to introduce an engineering design process, we have introduced a MATLAB mathematical modeling lesson enabling students to observe the theoretical effects of impurity removal by a water filter by selecting different filtering materials. This paper explores the aspects of MATLAB activities that support or hinder students&#39; perspectives on mathematical modeling, offering insights for the improvement of future engineering education programs.

The study is a part of a broader research project in which the research team conducted surveys, classroom observations, and focus group interviews involving students and teachers participating in [Project Name REDACTED] during the 2022-2023 academic year. Previously, the research team analyzed and published on the focus group data from teachers regarding the MATLAB activities, where we observed some diverse outcomes in terms of student learning. In this paper, we will present our findings from student focus group data from two schools: School A: three students; School B: six students, in two different states. For this project, we use the code book that we inductively created from our past project, and new codes as required.

The paper will summarize the emergent themes describing what promotes and inhibits student engagement in pre-college mathematical modeling lessons in engineering design. Additionally, [REDACTED] et al. (2023) previously pointed out in the teacher analysis that learning theories can potentially assist in understanding students&#39; experiences in MATLAB activities. During our inductive coding of student experiences, we anticipate overlaps with Cognitive Load Theory (CLT). We will compare the coded themes with CLT to understand students&#39; learning experiences through a lens of CLT. With the global advancement of technology and engineering, strengthening mathematical modeling skills for pre-college students in engineering courses has become increasingly important. This paper will contribute to the growing body of knowledge regarding how 21st-century students perceive mathematical modeling and provide insights for the development of engineering courses.
AU - Jialing Wu
AU - Nicolas Leger
AU - Stacy S Klein-Gardner
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - High School Students’ Perspectives on Mathematical Modeling in the Engineering Design Process (RTP)
UR - https://peer.asee.org/47528
DO - 10.18260/1-2--47528
ER -