; interactions with city construction-in-progress teams(engineers, managers) and city leaders (councilman) and staff.Friday: Field trip to university’s aviation and flight control center adjacent to the suburbanairport. Final presentations and check out.Each day, students had classroom time to work in small teams and individually. The aim of theseclassroom sessions was to help participants reflect on their transportation related experiences andinteractions with experts to further develop and articulate their understanding of localtransportation and construction industry and related careers (West, 2018). All meals, breakfast,lunch, and dinner, and snacks were provided.Data Collection and MethodsA pre-post survey was developed (NAE, 2008, 2013) to elicit
other teachers as they taught in ways designed to foreground students’ funds ofknowledge and home languages. For over one year, they participated in ongoing professionaldevelopment in which they reflected on student work or transcripts of their own teaching anddiscussed and identified ways for better supporting Latinx students who were receiving ESLservices. MethodsFor the trimester reported in this comparative case study, we observed each teacher daily for aminimum of four instructional units. These instructional units were each comprised of oneengineering design challenge and ranged from a few days to a few months in duration. Thisstudy also draws from four interviews per teacher, which were designed
example diagram of this bi-factor CFA model is depicted in Figure 1.This general factor needs to be parsed out when evaluating the structural validity of the sixsubstantive scales because an acquiescence factor (response bias or general attitude) has beenwidely reported in psychological research with self-report measures (Paulhus & Vazire, 2007).Some respondents have a general tendency to endorse all the items highly across measurementscales, whereas others have a general tendency to provide lower ratings across the board. It iswell documented that self-ratings of many psychological constructs reflect this general factor,including personality (e.g., Messick & Jackson, 1961), interests (e.g., Tracey, 2012), and affectand perceptions at
. While it is important to cater to students’ individual differences inunderstanding, it is equally important to cover all the content outlined in the curriculum guide toensure that students acquire all the benefits associated with the content as outlined in thecurriculum. 3) Differences in level of understanding of math and science contentPete was a content expert in math and tended to rely on this background knowledge, usingexamples from this discipline to teach in his classroom. On the other hand, Allison and Grace werecontent experts in science and would emphasize their teaching based on their science contentknowledge. Since Eric was both an expert in physics and math, his implementation reflected abalance in math and science content. This
the small sample size and the need to account forsample variation between pre- and post-surveys. Statistical significance, including the Bonferroniadjustment, has been reported. Responses from open-ended questions were also included in theanalysis.4. Results4.1 RQ1: To what extent did the program impact teachers' self-reported confidence in theirresearch-related skills? Table 1shows pre- to post- confidence change for research-related statements. The tableshows an overall increase in confidence for all the statements with some statistically significantimprovements. “Understanding content of technical/research journals” confidence shows astatistically significant increase (p ≤ 0.003), reflecting the effort placed in helping teachers
Bennett, New York Hall of Science Ms. Bennett currently serves as Director of Creative Pedagogy at the New York Hall of Science, respon- sible for developing and implementing new initiatives that reflect NYSCI’s core pedagogical approach known as DESIGN, MAKE, PLAY —a child-centered approach to STEM learning that inspires curiosity and playful exploration, builds confidence with new skills and tools, and fosters creative problem solving and divergent thinking. Drawing on 30 years of experience in informal and formal education, she helps translate this approach into practice by creating professional development experiences for our young mu- seum facilitators and K-12 educators, developing apps to stimulate STEM
outcome-oriented and driven by a need to complete a particular tasks, requiringsome expertise to do so [7]. Part of becoming an engineer is learning how to participate inengineering discourse and this process is complex, interactional, and non-trivial [7]. Thesecommunication processes are also reflective of professional engineering practices [8]. Onedesired aspect of having students participate in engineering design challenges is that they learnan age-appropriate engineering design process to support the growth of routines in engineeringdiscourse.McCormick, Wendell, & O'Connell [9] remind us that engineering offers the chance for students“to work toward important goals that teachers already have for children: to become betterdecision makers
https://www.facebook.com/EducacionMML/videos/674893209771107 b) Live broadcast. The Live broadcast is done through the social networks of the Municipality of Lima-Peru. While the facilitator presents the activity, the group members read the chat and comment/respond /interact with the participants (Figure 2). Figure 2. Live transmission example https://www.facebook.com/EducacionMML/videos/253309426000090c) Closure of activity. After participating in the activity, the group members share their reflections and attend to the participants' questions and communications through the Facebook Live chat (Figure 3). Figure 3. Close of the live transmission with the members of the
.” International Journal of Engineering Pedagogy, 6(2), 4-13.[12] Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101(3), 486-505.[13] Jonathan D. Hertel, Christine M. Cunningham & Gregory J. Kelly (2017) The roles of engineering notebooks in shaping elementary engineering student discourse and practice, International Journal of Science Education, 39:9, 1194-1217[14] Wendell, K. B., Wright, C. G., & Paugh, P. (2017). Reflective decision‐making in elementary students' engineering design. Journal of Engineering Education, 106(3), 356- 397.[15] Kelley, T. R., Capobianco, B. M., & Kaluf, K. J. (2015). Concurrent think-aloud protocols to assess
(e.g., pre/post assessment of impacts ofprofessional development). Further, they could be used as a self-reflective tool to provide astarting point for educators to engage in discussions around personal conceptions of the work ofengineers. Next steps include further examination of participant responses to explore theirconceptions of engineers and their use of mathematics and science. This exploration can provideuseful information for teacher educators and professional development providers to use whendesigning engineering- focused instruction for K-12 teachers.References[1] National Research Council. (2012). A framework for K–12 science education: Practices,crosscutting concepts, and core ideas. Washington, DC: The National Academies
conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] E. P. Cunningham, “A typology of mathematical moments in kindergarten classrooms,” Ph.D. dissertation, Graduate College, University of Nebraska, Lincoln, NE, 2018.[2] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc., 2018.[3] C. N. Lippard, M. H. Lamm, K. M. Tank,and J. Y. Choi, “Pre-engineering thinking and engineering habits of mind in preschool classroom,” Early Childhood Education Journal, vol. 47, pp. 187-198, 2019.[4] B. L. Dorie, T. R. Jones, M. C
guidelines: To what extentshould caregivers be provided with information and facilitation to engage their children in theprocess of STEM moments?AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1759259 (Indiana University) and Grant No. 1759314 (Binghamton University). Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. References[1] Pontecorvo, C., & Girardet, H. (1993). Arguing and reasoning in understanding historical topics. Cognition and instruction, 11(3-4), 365-395.[2] Crowley, K., & Callanan, M
National Science Foundation grant #1849430. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] S. Brophy, S. Klein, M. Portsmore, & C. Rogers, “Advancing engineering education in P‐12 classrooms,” Journal of Engineering Education, vol. 97, no. 3, pp. 369-387, 2008.[2] S. Purzer, J. Strobel & M. E., & Cardella, M. E. (Eds.). (2014). Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press[3] N. V. Mendoza Díaz, & M. F. Cox, “An Overview of the Literature: Research in P-12 Engineering Education,” Advances in Engineering
showed a high degree of engagement and interestin the programs and demonstrated both technical (i.e., problem-solving) and social (i.e.,leadership) skills as a result of participating in the programs. Participants also observed negativeattitudes in the youth towards completing program assessments and when unable to followparticular topics in the curriculum. These findings are promising and also point to areas thatfuture efforts can improve.8. AcknowledgmentsThis research supported by the National Science Foundation under Grant No. DRL-1723610,Grant No. DRL- 2005502, and Grant No. EEC-1623490. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of
careers andpathways. Phase I and II were done in collaboration with teachers participating in the teacher PDsessions, while Phase III entailed specific breakout sessions just for counselors. Participantsattended at least one synchronous session (approximately three hours) per week, including anintroductory kickoff meeting with the project team and collaborative sessions with teachers.Counselors were given opportunities in these sessions to undertake activities in teams.Discussions were held to share experiences and reflect on their learning of engineering.Asynchronous sessions afforded counselors with opportunities to work on engineering projectsindividually, read relevant literature, and construct mind maps demonstrating their understandingof
authors and do not necessarily reflect the views of the NationalScience Foundation. We would also like to thank the entire Dr. E’s Challenges team, for creatingsuch a rich dataset for us to analyze and learn from.Sources[1] S. Evripidou, K. Georgiou, L. Doitsidis, A. A. Amanatiadis, Z. Zinonos, and S. A. Chatzichristofis, “Educational Robotics: Platforms, Competitions and Expected Learning Outcomes,” IEEE access, vol. 8, pp. 219534–219562, 2020, doi: 10.1109/ACCESS.2020.3042555.[2] A. Takacs, G. Eigner, L. Kovacs, I. J. Rudas, and T. Haidegger, “Teacher’s Kit: Development, Usability, and Communities of Modular Robotic Kits for Classroom Education,” IEEE Robot. Autom. Mag., vol. 23, no. 2, pp. 30–39, doi: 10.1109
education must continue. Our work adds to the conversation by providing directevidence of school, district, and state administrators’ perspectives. We will continue to engage inmultiple reflections and discussions with administrators across the nation in the coming years asthe e4usa scales up to create district-level partnerships. The study has implications for how schooland district partnerships may be developed to allow for reciprocal support as pre-collegeengineering education continues to grow.AcknowledgementsThis material is based upon work primarily supported by the National Science Foundation (NSF)under NSF Award Number EEC-1849430. Any opinions, findings and conclusions, orrecommendations expressed in this material are those of the author(s
moreclosely with industry partners in order to meet their workforce expectations and develop curriculathat align with the workforce of tomorrow based on cloud computing job roles.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1801024. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] S. Fayer, A. Lacey and W. Watson, A. “BLS spotlight on statistics: STEM occupations- past, present, and future,” U.S. Department of Labor, Bureau of Labor Statistic, 2017. [Online]. Available: https://www.bls.gov/spotlight/2017/science-technology
well as thediscussion that occurred as the participants discussed each action research presentation.Additionally, some participants submitted a final report using a template provided by NationalAlliance for Partnerships in Equity, where participants shared information on their actionresearch issue, strategies applied, number of students reached, results, reflections, goals for nextyear, and other additional information (see Figure 2 in Appendix A). Additional data have beencollected throughout the project that will provide added content for analysis in the future,especially as it relates to the findings from this preliminary study. These data include student andschool team surveys, focus group interviews, and artifact collection and review
).[26] V. Venkatesh, S. A. Brown, and H. Bala, "Bridging the Qualitative-Quantitative Divide: Guidelines for Conducting Mixed Methods Research in Information System.," MIS Q., vol. 37, no. 1, pp. 21–54, Mar. 2013.[27] M. Friedman, "Use of ranks to avoid the assumption of normality implicit in the analysis of variance.," J. Am. Stat. Assoc., vol. 32, no. 200, pp. 675–701, Dec. 1937.[28] J. Walther, N. W. Sochacka, and N. N. Kellam, "Quality in Interpretive Engineering Education Research: Reflections on an Example Study.," J. Eng. Educ., vol. 102, no. 4, pp. 626–659, Oct. 2013.[29] J. Saldaña, The coding manual for qualitative researchers., 3rd ed. SAGE, 2015.[30] H. W. Marsh and R. G. Craven, "Reciprocal Effects of Self
literature review, the researcher developed a study to understand the current state of the CEMcurriculum at the middle and high school levels by assessing course offerings in North Carolinafor the 2019 – 2020 academic year. The researcher hopes to learn the course names, coursetopics, and the CEM curriculum within a school. For this study, the data gathered will reflect thetop five populated counties in North Carolina, representing 33% of the overall population.IntroductionThe size of the available workforce in the construction industry decreases for both managementand skilled professionals [1]. According to the National Center for Construction Education andResearch (NCCER), 40% of today’s construction workforce will retire by 2030 [2].Unfortunately
with OMSI, Marcie is a founding member of the Informal Learning Leadership Collaborative (ILLC) and engages with her community as a facilitator for conversations about race and activities for personal reflection. American c Society for Engineering Education, 2021Engineering Awareness at Design Challenge Exhibits (Fundamental)IntroductionEngineering in communitiesAn increasing number of federally funded projects have focused on encouraging youth andfamilies to exercise engineering skills (e.g., GRADIENT [1], Engineering is Elementary [2], andHead Start on Engineering [3]). This trend, paired with the increasing popularity of designchallenge-based