Conference Session

Programs for High School Students

Collection

2006 Annual Conference & Exposition

Authors

P. Ruby Mawasha, Wright State University; Kumar Yelamarthi, Wright State University; Paul Lam, University of Akron

Tagged Divisions

K-12 & Pre-College Engineering

advantage, the Wright STEPP graduates are chosen to assist the instructors duringthe program. Every year, around 20 Wright STEPP graduates are hired on hourly wages to assistthe instructor in teaching duties. These students are not required to start teaching from day one.The Wright STEPP students are introduced to the instructors a week before the program starts,and periodically there after. Through these meetings, instructor guides the students and trainsthem in various skills in planning, organization, and leadership necessary during college.Through this program, students were able to develop mentorship and networking skills, and werealso able to hone their technical knowledge. With the idea of designing a program to prepare the first-year

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Hee Kim, Iridescent ; Tara Chklovski, Iridescent

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

  in  solving design challenges, and believe that they  can go on to be  good  scientists  and/or  engineers.  Parents  have  also  developed positive  attitudes  towards STEM programs  as well as  positive  perceptions  of  STEM   jobs  and  careers,  and  their  STEM­related  child­rearing  practices  improved  (including at­home  exploration  and  experimentation,  the  quality  of  questions  asked  at  home, and building together).   Evaluations also  indicate  that   Engineering  students  benefit  by  learning  how  to  create  lesson  plans  as  well  as  engineering  design challenges,  sharpen  their  own  understanding  of  engineering  concepts  in  the  process  of breaking them down to explain to  a  non­professional  or

Conference Session

Evaluation: Diversity in K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margaret Baguio, University of Texas at Austin; Wallace T. Fowler P.E., University of Texas, Austin; Susana Ramirez, PSJA ISD; Judit Györgyey Ries, The University of Texas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

administered during summer camps.Evaluation MethodologyEvaluation Questions Data Sources Data Evaluation Methods1 What NASA themes were selected Teachers' and students' self-reports Description of percentages offor LRGV SoI activities during the of NASA theme of the summer participating teachers and studentsproject? camps 2011 and 2012 by theme2a Did teacher training activities Participants' responses to workshop Comparison of diversity against thereach the planned diversity of questionnaire demographic items plan and against published data oncertified teachers

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Susan Beth D'Amico, NC State University; Landon Drew LaPorte, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

/theengineeringplace/:The Engineering Place is NC State’s K–20 education and resource headquarters for exploringengineering. Through hands-on summer camps, in-school mentoring, dynamic volunteerprograms, topical workshops and much more, The Engineering Place builds excitement aroundengineering for students and teachers.Engineering summer camps have been offered at NC State University for almost 20 years. Overtime the focus, purpose and strategy associated with planning and executing the camps hasmatured to support the current 41 weeks of camp per summer. In the most recent summer thesecamps engaged over 1,700 students in grades 2-12 at various locations across the state. Severaldesign elements of The Engineering Place summer camps are particularly unique

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

knowledge about a particular system in an exploratory way, often withthe goal of getting some product/idea to produce desired behavior.1-5 Tinkering thus contrastswith more deliberate activity towards conceptual understanding of how some phenomenon worksor more pre-planned approaches to design. Some researchers have argued that tinkering is anunproductive process because it does not always lead to progress and/or conceptual learning.4,5Others view it as productive for students’ learning and for generation of novel solutions.1-3 In thispaper, we do a fine-timescale analysis of the process of tinkering to speak to this tension aboutthe productivity (or unproductivity) of tinkering for novice designers and programmers. Weclaim that tinkering, or ad

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

are at different temperatures. • As temperature increases, more energy is added to a system. Explore Students • Energy in the • Planning and • Creativity planned and form of heat carrying out • Collaboration conducted an is thermal investigations • Communication Page

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

computingand career plans. Amongst the selected students, there were only four that had little or noexposure to programming. Most of the girls had taken a high school computing course and insome cases they had two or three years of computing instruction. Two of the girls had taughtthemselves how to program. The most frequently mentioned language that the students knew wasC++, followed by Java. Other languages mentioned included Basic, Pascal, HTML, Alice,Python and Scratch. Five of the girls indicated plans to go into computer science as a career.Many were trying to decide between computing and other scientific or engineering fields.When asked what led to their interest in computing or programming, most of the students cited ageneral interest in

Conference Session

K-12 Outreach and Out-of-School Time Engineering Programming and Research

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Reed Campbell, Robert Morris University; Sarah Marie Riordan, Robert Morris University; Stephanie Abbott; Sarah Mukui Mutunga, Robert Morris University

Tagged Divisions

K-12 & Pre-College Engineering

to get information to support my opinions. 8. I usually have more than one source of information before making a decision. 9. I plan where to get information on a topic. 10. I plan how to get information on a topic. 11. I put my ideas in order of importance. 12. I back my decisions by the information I have on hand. 13. I listen to the ideas of others even if I disagree with them. 14. I compare ideas when thinking about a topic. 15. I keep my mind open to different ideas when planning to make a decision. 16. I am aware that sometimes there are no right or wrong answers to a question. 17. I develop a checklist to help me think about an issue. 18. I can easily tell

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rodney L Custer, Black Hills State University; Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

supported by the National Science Foundation Under Grant No. 1158615In addition to aligning with the cognitive science and teacher professional development research,an engineering concept driven approach to teacher professional development provides a commonbasis for teachers to define and understand engineering. The concepts also provide a point ofcomparison to differentiate engineering from science. And perhaps most importantly,engineering concepts provide entry points for their inclusion into the existing science curriculum.Thus the development of a conceptual foundation has been critical to every aspect of the project,grounding the research and activities, including institute planning, instrumentation development,research design and project

Conference Session

Engineering Collaboration: Faculty & Student in K-12 Programs

Collection

2010 Annual Conference & Exposition

Authors

Vikram Kapila, Polytechnic University; Magued Iskander, Polytechnic University; Noel Kriftcher, Polytechnic University

Tagged Divisions

K-12 & Pre-College Engineering

, algebra, andgeometry.4.2 Management Skills Team-building Skills: Fellows collaborate with one-another in a peer-learningenvironment to use laboratory lesson plans developed by others in their classrooms. Fellowspartner with their teachers to implement laboratory lessons in their classrooms. Moreover,Fellows work with students to prepare for and compete in the FLL robotics competitions.Finally, Fellows work with research mentors toward their research assignments. To performsuccessfully in these activities, Fellows are developing and mastering team-building skills. Leadership Skills: Fellows serve as STEM role-models to students and as technicaladvisors to teachers in K-12 classrooms. In addition, Fellows provide technical mentoring

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

“Juicy details Text animal homes Questioning Words” Identify Looking at Students create Introduce Build and test animals’ how habitats the animals in engineering a hamster STEM basic needs provide for the story above and the exerciseintegration animals’ with tangrams, engineering habitat trail activities Sort animals basic needs. and then create design cycle. using 3-D by Using pattern some on their Plan the geometric characteristics blocks to own. hamster shapes

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

students aboutdesign decisions; group discussions and interactions (e.g., during the planning, creation, orimprovement phases of the engineering design process); and the testing process. The mostsignificant challenge regarding the cameras was that it was often difficult for teachers to recordwith the camera and manage the other responsibilities of teaching simultaneously. Before andafter teaching with the cameras, teachers were largely positive about their and their students’comfort with the cameras, and identified multiple instructional benefits of the cameras.Instruction was enhanced most especially by the ability that the cameras afforded to encouragestudents to provide good explanations and use evidence-based reasoning. The use of

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

: Teachers’ Use of Digital Resources in STEM Teaching,completed by a well-known national research organization [21]. Teachers need new models tosee the transformative powers of non-textual digital resources in their classrooms. Unfortunately,studies indicate that traditional approaches to in-service training for teachers (usually of the “halfday workshop” variety) often do not lead to change in classroom practice by these sameeducators [39].We report here on the dynamics of combining PRISM assessment results and the emerging needfor new IT literacy skills in 21st century STEM careers to guide a PRISM transformation. Inbrief, we plan to move from being a convenient resource provider to becoming a majorcontributor in STEM pedagogical reform by1

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Marilyn Fowler, Austin Children's Museum; Christina Soontornvat, Austin Children's Museum; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

from Trinity University in 2002 and her MS in Science Education from the University of Texas at Austin in 2007. She has worked at the Austin Children’s Museum since 2006 and now serves as the Science Content Developer. She has taught ACM’s robotics after-school programs and currently coordinates the Museum’s outreach classes in local elementary schools. Christina’s other duties at the Museum include developing the science content for exhibits and programs, and assisting in the planning for the new Museum. Contact: csoontornvat@austinkids.orgKathy Schmidt, University of Texas, Austin KATHY J. SCHMIDT is the Director of the Faculty Innovation Center for the College of Engineering at

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Molly H Goldstein, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Mitch Zielinski, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

undergraduate student in the School of Aeronautical and Astronautical Engineering at Purdue University, West Lafayette. He plans on pursuing an M.S. in dynamics and control of astronautical systems, but is interested in engineering education research as well.Dr. Robin Adams, Purdue University, West Lafayette Page 26.846.1 c American Society for Engineering Education, 2015 High School Students’ Ability to Balance Benefits & Tradeoffs while Engineering Green Buildings (Fundamental) AbstractThe ability to balance benefits and tradeoffs is

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Shultz, Drexel University; Daniel Edward Ueda, GRASP Laboratory, University of Pennsylvania; Jessica S Ward, Drexel University (Eng. & Eng. Tech.); Adam K Fontecchio, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

further insight.&V. ConclusionIn this study, we implemented a series of lesson plans designed to provide students with hands-on programming and circuitry, while simultaneously teaching students about the growing field ofcybersecurity. This study makes a strong case for the use of Arduino-based lesson plans in thehigh school setting to teach cybersecurity concepts and generate interest in STEM andcybersecurity career paths. The authors found that the project discussed previously could befeasibly executed in the high school classroom, and yielded non-significant increases in STEMinterest as assessed by pre and post-survey in a group of 12th grade students already largelycommitted to pursuing careers in STEM-related fields. Despite this non

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

odd shaped package to an engineer. Along the waythey ponder who an engineer is, what they do, and where they work before eventuallymeeting up with a team of engineers. In particular, the focus of the storyline was upon thetake-away message that engineers make the world a better place through the process ofasking, imagining, planning, and creation to solve problems that are small or great whichis derived from the National Academy of Engineer’s report Changing the Conversation.9The text of the storyline allows the reader(s) to become an active player in a journey tofind the “engineer” through several artifacts and locations that illuminate aspects of theengineering occupation through what, where, who and why questions. In addition, thestorybook

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Thomas Piechota, University of Nevada-Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

1 2 3 4 5 access 3. The material posted on WebCT was a good 1 2 3 4 5 supplement to the taped lectures 4. I am confident that I met the course 1 2 3 4 5 objectives 5. The face to face meetings were valuable for supplementing the material on WebCT and 1 2 3 4 5 the taped lectures 6. My overall impression of the course was 1 2 3 4 5 favorable 7. I plan on majoring in engineering in college

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Brianna L Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering and may need some additional training to feel comfortable usingeveryday activities to introduce engineering concepts.This work will be used to inform a study in which we plan to investigate how parent-child conversations, situated around several activities at a museum, help to developengineering interest and expertise. Additionally, the findings were used to developresources for parents.References 1. Yun, J., Cardella, M., Purzer, S., Hsu, M., & Chae, Y., (2010). “Development of the Parents' Engineering Awareness Survey (PEAS) According to the Knowledge, Attitudes, and Behavior Framework.” In the Proceedings of the 2010 American Society of Engineering Education Annual Conference & Exposition, June 2010

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne L. Berliner-Heyman, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

designs the best toy and develops the most effective marketing presentation will be granted an exclusive contract with NASA to begin manufacturing all the toys for the people who will be living aboard the space station. Each Toy Company not only has to design a toy that will function in space, they must provide a proof of concept prototype and develop a marketing plan to sell their toy to potential space families.”Students are given the opportunity to ask questions which lead to a discussion and lessons aboutthe International Space Station. Students are then assigned to work in heterogeneous teams offour which become their “Toy Company” based on grade, gender and their responses to theMultiple Intelligence Test for Young People17

Conference Session

K-12 Teacher Professional Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith A. Schimmel, North Carolina A&T State University; Muktha Jost, North Carolina A&T State University; Tyrette Sherlone Carter, North Carolina A&T State University; Shawn Raquel Watlington, North Carolina A&T State University; Terrie Ruth McManus, Ragsdale High School, Guilford County Schools; Solomon Bililign, North Carolina A&T State University; Terry White Worrell, Guilford County Schools; Yuh-Lang Lin, North Carolina A&T State University

Tagged Divisions

K-12 & Pre-College Engineering

relevance is influential inattracting and retaining students (in particular underrepresented minorities) in STEMdisciplines.2,3,8 Thus, inquiry-based activities were emphasized in the course modules. Theformat is aligned with research-based GCS and state standards for instructional planning anddelivery. The major components include (1) goals that are aligned with the North Carolina K-12Curriculum, (2) activator activities that test students’ prior knowledge, (3) teacher input activitiesin which the instructor teaches new knowledge through demonstrations, (4) an inquiry-basedsmall group activity facilitated by students, and (5) a concluding activity that requires students toreflect on what they learned and share their findings with others. A rubric

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vicki V. May, Dartmouth College

Tagged Divisions

K-12 & Pre-College Engineering

from the program, and how they viewed engineering.Many students reported finding engineering to be much more creative than they expected. Avideo highlighting some of the interviews is available at:http://engineering.dartmouth.edu/summer-workshop/overview.html.Conclusions and Future StepsWe plan to offer two sessions of the Design it! Build it! Summer Engineering Workshop atDartmouth this summer, a residential and a day program. This summer we are targeting womenand minorities by working with the Admissions Office at Dartmouth to advertise to schools andguidance counselors in New England. We plan to improve activities by making them moreinquiry-based and designed to foster creativity and work on correlating enjoyment and learningwith level of

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

0.950 1.500*14 Consider a relevant real-world problem -1.400 1.300 0.417 (Data not available) and develop a plan to address it15 Design or implement their own problem -1.500 1.417 1.583* (Data not available) investigation* significance results from difference in means being outside of bootstrapping 95% C.I.Table 3 is the statistical analysis comparing the past and current cohorts on their perceivedimportance of a variety of STEM concepts and the importance of using these as a teachingobjective. The difference in means was calculated by using (past cohorts mean value minuscurrent cohort mean value). Therefore, a positive difference in the mean values results in ahigher value

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

indicated that curriculum changeultimately rests on the classroom teacher. For example, in several studies on the integration ofnew science curricula, researchers found the following barriers: lack of equipment, lack ofsupport from a professional development team, lack of time to plan and teach the lessons,insufficient teacher content knowledge, and teacher beliefs about the teaching and learning andthe innovation to be implemented that were incompatible with success.5, 6In terms of engineering curricula specifically, researchers have found additional constraints. For Page 22.877.3instance, Hutchinson, Bryan, and Bodner found that teachers

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County; Julia M. Ross, University of Maryland, Baltimore County; Jonathan E. Singer, University of Maryland, Baltimore County; Jacqueline Krikorian; Tushar P. Sura, University of Maryland, Baltimore County, Department of Education

Tagged Divisions

K-12 & Pre-College Engineering

practice‟10. The teachers utilized these same strategies and materials as they formed small teams to plan and practice teach, the same curriculum to Upward Bound students in the afternoon sessions. In this situation, the curriculum materials are used as a mechanism to engage teachers in concrete tasks of teaching, assessment, observation,and reflection that illuminates the processes of

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Greg Murray, Pittsburg State University; Randy Winzer, Pittsburg State University

Tagged Divisions

K-12 & Pre-College Engineering

participate in activities designed to strengthen their academic ability, character, social skills,and awareness of career opportunities available to them upon high school graduation.Program proposals are solicited by the Kauffman Scholars management each year frominstitutions of higher education, museums and other organizations. These proposals must includea rough outline of the pedagogy and academic plan the students participating in the particularsummer institute will follow and other details such as transportation, housing and mealarrangements. A specific budget must be submitted along with the plan for funding of thesummer institute. Once a specific proposal is selected for funding, Kauffman managementworks with the hosting organization to adjust

Conference Session

Descriptions of Outreach Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Krishan Kumar Bhatia, Rowan University

Tagged Divisions

K-12 & Pre-College Engineering

will be a highly visible national model that will generateexcitement in engineering education.This project is unique in that the activities are developed or selected entirely by engineeringstudents and delivered to school districts by students/faculty. The College of Engineering atRowan University currently has six professional engineering student chapters. These are IEEE,ASCE, ASME, AICHE, SWE, and EWB. Engineering students develop and pilot the activities,lesson plans, and handouts, for the Engineers on Wheels project. The professional chapters travelto select school districts throughout the academic year to expose the challenges and excitementof engineering to K-12 students and educators. Travel is conducted in colorful vehicles

Conference Session

Women in K-12 Engineeering & Outreach Programs

Collection

2010 Annual Conference & Exposition

Authors

Ari Epstein, MIT; Beverly Mire, Cambridge Youth Programs; Trent Ramsey, Cambridge Youth Programs; Karen Gareis, Goodman Research Group; Emily Davidson, MIT; Elizabeth Jones, MIT; Michelle Slosberg, MIT; Rafael Bras, MIT

Tagged Divisions

K-12 & Pre-College Engineering

Boston University’s graduate program in Human Development and a B.S. in Psychology from University of Illinois at Urbana-Champaign.Emily Davidson, MIT EMILY DAVIDSON is a senior at MIT, majoring in Chemical Engineering with a double minor in Physics and Earth, Atmospheric and Planetary Sciences. She has been a mentor to teen interns at Terrascope Youth Radio since the program's inception, and helped to develop the education plan for the program's first summer intensive session.Elizabeth Jones, MIT ELIZABETH JONES is a sophomore at MIT, majoring in Environmental Engineering. She has been a mentor to teen interns in Terrascope Youth Radio since 2009, when she played a major role in

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

. Each EiE unit has commonelements, including a four-lesson structure. The first lesson introduces a field of engineering anda design challenge through a fictional story. The second lesson explores the field of engineeringmore broadly through hands-on activities. The third lesson includes a controlled experiment formore in-depth exploration of different materials, processes, or design elements that will informthe final design. For the fourth lesson, students plan, create, test, evaluate and improve theirdesigns. As a result of engaging in engineering challenges and better understanding engineeringconcepts and being exposed to the kind of work of engineers do, some students might also reportincreases in their attitudes and self efficacy related

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

-order interpretation ofthe general principles that were not explicitly stated in the problem from these first orderfeatures. Finally, they developed general solution plans. In contrast, novices noted onlyfirst-order features and usually began solving the problem by identifying equations touse. This difference has been discussed as reasoning backwards from the solution goal tothe information in the problem (novices) versus reasoning forwards or developing arepresentation of the whole problem and using it to generate a problem solution (experts) Page 15.1277.3(e.g., Ericsson & Charness, 1994; Ho, 2001; Larkin, McDermott, Simon, & Simon, 1980