Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

University of Maryland. Her current re- search interests are related to the ways that creativity relates to learning in physics instruction and how understanding creativity in the process of engineering design can inform physics instruction. Page 26.1529.1 c American Society for Engineering Education, 2015 The Engineering Education Epistemology of a Science Teacher (RTP, Strand 1) Katherine Shirey University of Maryland, College Park AbstractThe Next

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carleigh Samson, University of Colorado Boulder and TeachEngineering; Jacquelyn Sullivan Ph.D., TeachEngineering Project Leader, University of Colorado Boulder; René F. Reitsma , PhD, Oregon State University, College of Business; Michael Soltys Ph.D., University of Colorado, Boulder

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Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #11570The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineeringNGSS Alignments (RTP Strand 1)Carleigh Samson, University of Colorado Boulder and TeachEngineering Carleigh Samson is a research associate and Ph.D. student at the University of Colorado Boulder. As a former secondary mathematics teacher and three-year K-12 engineering teaching fellow holding graduate degrees in both Civil Engineering from the University of Colorado Boulder and Secondary Education from The Johns Hopkins University, Carleigh has broad K-12 classroom teaching experience as well as deep conceptual and

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

physical science and is a National Board Certified Teacher now studying novice teachers’ decisions based on the design and implementation of their teaching practices. Page 26.1248.1 c American Society for Engineering Education, 2015 Preparing Pre-service Teachers to Make Connections Between Science and Engineering Concepts Through Teamwork with Engineering Students (RTP, Strand 1)AbstractNGSS has called for the inclusion of engineering in K-12 classrooms. This has shifted

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

is also a military veteran serving honorably three years in the United States Naval Reserve and 17 years, Wyoming Army National Guard.William Parker, Laramie County School District 1 William T. Parker currently manages Taylored Consulting Services, and is under contract with Laramie County School District Number 1. He retired in January 2006 from the National Oceanic and Atmospheric Administration, National Weather Service (NOAA-NWS) after 36 years. His last assignment was in Cheyenne as the Wyoming Area Manager and Meteorologist in Charge starting in 1985. Prior to Cheyenne, he served in many management and program leader positions in the NWS. He had assignments in Lubbock

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

the classroom. Ouranalyses of student engagement suggest that students’ tacit understandings of the activity– what they think is going on – influence their engagement in engineering design12,13.In this study, we invoke a framing lens to examine how students make sense of NovelEngineering design activities on a moment-by-moment basis. We conduct an in depthstudy of one group of students to (1) explore how the students’ framings dynamicallyshift and evolve over the course of their design experience, and (2) examine how theirframings interact with their engagement in disciplinary practices. We present ourdevelopment of a coding scheme that is grounded in data to capture framing transitionsand stabilities over the course of students’ design

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

design is limited. A 2008literature review concluded that many K-12 engineering education projects lacked data collectionand analysis to provide reliable evidence of learning.1 Design is a complex cognitive process2,3and in the context of K-12 science education, engineering design is a complex cognitive activityin which students learn and apply science concepts to solve open-ended problems withconstraints to meet specified criteria.The complexity, open-endedness, and length of an engineering design process create uniqueopportunities for students to make science connections. The focus of engineering designassessment is not simply on whether or not students “get the right answer,” but on how theyacquire science and engineering knowledge and skills

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

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, University of Massachusetts Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C Paugh, University of Massachusetts Boston

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.1636.4each EiE unit create space for the “beginnings” (Watkins, Spencer, & Hammer, 2014) of thereflective decision-making that college and professional engineers have been found to do (seeTable 1)?Lesson 4 of an EiE unit begins with the “Imagine” phase by asking students to workindependently to sketch multiple possible solutions to the design problem. Typically theinstructional materials for Lesson 4 include an “Imagine” handout with four boxes in whichstudents can draw their design sketches. The next step of Lesson 4 is “Plan,” in which studentsare asked to work with their group to determine a single design proposal to prototype. They aresupported by a “Plan” handout that gives space for a single design sketch and materials list

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Research Experiences for Teachers (RET) program is seen as vehicle for introducing Page 26.350.2engineering into secondary school curriculum to enhance science and mathematics instruction aswell as a strategy that prepares teachers for improving interest and achievement of students in theSTEM subjects 1. A RET program was implemented at our university to provide an authenticresearch experience for high school science and technology/engineering teachers, as part of aresearch team, within a University research center, and in collaboration with a K-12 Centerwithin the University. The professional development program was designed to provide the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Krystal S. Corbett, Cyber Innovation Center

Tagged Divisions

K-12 & Pre-College Engineering

quite often a stumbling block for many students intheir learning. Many students are not prepared for college level classes, particularly inmathematics [1, 2, 3, 4]. Point in case, one study evaluated true college-level freshmen andsophomore students entering into STEM disciplines on their knowledge of high school mathbecause it was noticed that they struggle with basic mathematical concepts that are covered atthe high school level. Two major conclusions stemmed from the research: one, studentsspecifically struggle with seven particular high school topics [5], and two, students who takemore mathematics classes, whether at the high school or collegiate level, are apt to performbetter in math and engineering classes [2, 5]. Expounding upon the

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

of thecontent.!Introduction!Davis, et al. point out in their extensive review of literature on the Challenges New ScienceTeachers Face,1 that there are appreciably high expectations when it comes to teaching science.Science teachers are expected to help students to develop “deep conceptual understanding … byengaging students in authentic scientific inquiry…” As a result, “Teachers must deviseexperiences that will help students construct understandings of natural phenomena…” Davis andco-workers document, often the instructors have limited background or time to prepare theseexperiences for their students, which in turn can adversely impact student interest.1 Davis, et al.suggest a number of supportive strategies and programs to assist science

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University; James B. Guthrie, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

practical application for math and science conceptsenhanced student learning. Teacher candidates and cooperating teachers were surveyed to assesstheir familiarity with the professions, the application of science and math to the professions andtheir perceptions surrounding their students’ abilities and interests. The paper describes theprogram, lessons learned and the assessment data.IntroductionThe Sandcastle Project was conceived as a means of introducing the design and constructionprofessions (architects, engineers, contractors) into local elementary school classrooms withoverall goals that were two-fold – 1) to provide elementary school teachers with real worldexamples of math and science to reinforce standard curricula and 2) to motivate

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

partnerships provide an opportunity to exposestudents to the diverse variety of career possibilities found in the transportation field, andencourage students to stay focused on their long-term educational and career goals. Theconsortium currently includes Faubel Financial Services, Flatbed Express, Lincoln CommunityLearning Centers, the Mid-America Transportation Center, the Nebraska Children and FamiliesFoundation, the Nebraska Department of Education, the Nebraska Department of Roads, theNebraska Transportation Center and the Nebraska Trucking Association. This public industryand private sector involvement was intended to demonstrate to students that, 1) profitable jobs

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Madison J. Gallipo, University of Colorado Boulder; Janet L. Yowell, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

. Also, as the number of programs increases,so does the need for qualified teachers to instruct those courses.1 The majority of K-12 teachersdo not have a background in engineering; more times than not, they do not know what anengineer does, nor do they have knowledge of the different disciplines of engineering, thuslymaking it difficult to effectively encourage their students to pursue engineering as a career.2,3One challenge for schools wanting to better implement the “E” in STEM is the training requiredof teachers to effectively teach engineering in the classroom.This paper examines 76 students who completed engineering courses in a targeted STEMAcademy program over four years of high school. Data is analyzed from multiple sources,including

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shakira Renee McCall, Arizona State University, Polytechnic campus; Randi Michelle Taylor, Arizona State University; Odesma Onika Dalrymple, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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K-12 & Pre-College Engineering

systems. She also holds a Bachelor’s degree in Linguistics from Rice University in Houston Texas.Dr. Odesma Onika Dalrymple, Arizona State University, Polytechnic campus Dr. Odesma Dalrymple is an Assistant Professor in the Dept. of Engineering and Computing Systems at Arizona State University. She conducts research on tools and techniques that can be readily applied in real engineering learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manipulations of artefacts; and 2) the

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

power. He is the advisor of a Global Design Team operating in Bangang, Cameroon, concentrating on affordable, sustainable utility transportation for rural villages in Africa. Page 24.1330.1 c American Society for Engineering Education, 2014USING FLUID POWER WORKSHOPS TO INCREASE STEM INTEREST IN K-12 STUDENTS 1. AbstractThis study addresses the issue of using robotics in K-12 STEM education. The authors appliedintrinsic motivation theory to measure participant perceptions during a series of roboticworkshops for K-12 students at Purdue University. A robotic excavator arm

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, North Dakota State College of Science; Kristi Jean, North Dakota State College of Science; Frank M. Bowman, University of North Dakota; Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

looking for potential employees that can solve arange of intellectual and technical problems regardless of the job position.[1] Employers arelooking for individuals that are willing to use an engineering mindset in which they problemsolve, think critically, collaborate with others, and are able to solve elementary issues as well asmore complex problems that may arise. In other terms, employers are looking for employees thathave well-developed 21st Century Skills. While not always pictured this way, engineering is avery creative profession that uses 21st Century Skills on a daily basis. It is important thatengineers be able to design a solution that is effective yet still meets constraints such as time,cost, manufacturability, size, etc.[2

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

theGathering Storm”1, made recommendations in the areas of K-12 education, research, post-secondary education, and economic policy. Despite several positive reactions to the report, thelow U.S. ranking relative to other countries, as reported in the 2010 NAS report entitled "RisingAbove the Storm Revisited"2, gave rise to a revolutionary vision in the National Research Council“A Framework for K-12 Science Education”3. This vision was used by 26 states as a blueprintfor revolutionizing their K-12 education through the implementation of Next Generation ScienceStandards (NGSS)4.To provide an exemplar for the implementation of the NRC Framework and the NGSSengineering practices, a team of the University of Maine faculty from the College of Engineeringand

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Mike Ryan, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jayma Koval, Georgia Institute of Technology; Sabrina Grossman, CEISMC: Georgia Tech; Nancy Anna Newsome, CEISMC - Georgia Tech; Marcela Nicole Moreno, CEISMC

Tagged Divisions

K-12 & Pre-College Engineering

, Engineering and Robotics (SLIDER) is a five-yearDiscovery Research K-12 (DRK-12) project funded by the National Science Foundation (NSF)1.The project partners curriculum design specialists, educational researchers, and K-12 educatorsin an initiative to design and implement a problem-based learning (PBL) curriculum thatintegrates science and engineering to teach eighth grade physical science standards, using LEGONXT robotics as a context or manipulative. As SLIDER is in its final year of design andimplementation, we are afforded a retrospective look at the capacity of LEGO robotics to beutilized on a large scale in traditional public school classroom settings, both from an educationaland organizational standpoint.At the time of SLIDER’s conception in

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mercedes M McKay, Stevens Institute of Technology (SES); Susan Lowes, Teachers College/Columbia University; Devayani Tirthali, Brown University; Arthur H. Camins, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

students in learning of several fundamental physical science concepts, computerprogramming, and engineering design. Some also use robotics as an educational strategy toincrease students’ excitement and motivation for pursuing STEM careers. With increasednational attention to and advances in STEM learning research, the National Research Council’sFramework for K-12 Science Education 1 and the Next Generation Science Standards 2 call uponcurriculum developers and teachers to increase the prominence of engineering within the contextof science education.A growing body of research suggests that problem-based learning, engineering curricula, and“design-based science” are effective means of increasing students’ conceptual understanding ofscience, their

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

dissertation ”Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students” was the first of its kind at the university. Whitney has been recognized by the National Technical Association (NTA) for her novel approach to studying students, specifically underrepresented minorities and women. Whitney also works with the Emerging Ethnic Engineers (E3) Program. She teaches Calculus 1 during the Summer Bridge program and instructs Cooperative Calculus 1 during the school year. Continuing with her commitment to community involvement, Whitney has previously served on the Na- tional Executive Board

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

this concern, as well as the ideasaround “starting young” which have recently come to the forefront by the Next GenerationScience Standards (NGSS) focusing on K-12 engineering education curriculum 1. Another ideathat has been coming to the forefront in the engineering education committee is that ofMakerspaces, which is directed towards bringing the Do It Yourself (DIY) culture into theclassrooms to aid teaching and learning 2. However, currently there lies a gap between this ideaof classroom Makerspaces and their implementation in learning environments. This paper is anattempt at filling this gap, by proposing how an interest-based framework would not only aid theimplementation of classroom Makerspaces, but also serve as a means for

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Satabdi Basu, Vanderbilt University, Institute for Software Integrataed Systems; John S Kinnebrew, Vanderbilt University; Shashank Shekhar, Vanderbilt University; Faruk Caglar; Tazrian Haider Rafi, Vanderbilt University; Gautam Biswas, Vanderbilt University; Aniruddha Gokhale, Vanderbilt University

Tagged Divisions

K-12 & Pre-College Engineering

studentsworked through the two components of the C3STEM system: CTSiM (Computational Thinkingusing Simulation and Modeling) and C2SuMo (Collaborative Cloud-based Scaled up Modeling),present the experimental study we conducted, and discuss the results in detail. We end the paperwith a summary of our accomplishments, and directions for future research.1. IntroductionThe Next Generation Science Standards place significant emphasis on combining the learning offundamental concepts with scientific and engineering practices that help students develop usea-ble knowledge that they can apply across multiple problems. In more detail, the standards em-phasize that students develop the skills to build and use models, plan and conduct experiments,analyze and

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne Aloia, Bayonne High School; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

are two well-known high school programsavailable, Project Lead the Way, PLTW 1, and the Infinity Project 2. However both programs areexpensive and neither allows any flexibility to the teachers. Furthermore, there is a lack ofprogram outcomes assessments for Project Infinity, while reports on PLTW have shown existingissues. For instance, a curriculum content analysis concluded that the PLTW curriculumaddressed fewer content standards and showed far fewer points of integration of mathematicalknowledge than would be expected 3. Further, other published empirical studies showed mixedresults from state achievement test scores 4. In addition, neither of these two programs arealigned with the current standards. What had been considered alignment

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

of between 14 to 23students in the following school year.From 2008 to 2011, 157 elementary teachers received engineering TPD for the first time. Amongthem, 145 teachers (92.4%) responded to a survey at the end of their first Summer AcademyTPD program and 97 teachers (61.8% of 157) returned the following year after teachingengineering in their classrooms. Among the returnees, 92 teachers (94.8% of 97) answered thesame survey at the end of their second Summer Academy. Table 1 shows the number ofparticipants and respondents on the survey according to their year and times of attendance, andTable 2 shows demographic information for the 157 teachers.Table 1. Number of Participants of TPD in Engineering by Year First Summer Academy

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, 2014 Engineering for Colonial Times (Research to Practice) Strand: Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering-Science ConnectionsIntroductionThe Framework for K-12 Science Education (Framework) 1 and the Next Generation ScienceStandards (NGSS) 2 are grounded in the notion that “children are natural engineers,” and thateducation must involve preparing them to “undertake more complex engineering design projectsrelated to major global, national, or local issues.” 1 In contrast to many of the previous standardsthat list requirements in content areas or steps of an engineering design process (e.g.,Massachusetts State Frameworks 3), the

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

described by the Frameworks and toenhance the ability of students to achieve performance expectations described by the NGSS. TheSCIIENCE instrument consists of four types of measures: 1) binary codes, 2) frequency codes,3) category of inquiry and 4) global ratings. The first two measures, binary and frequency codes,provide a micro-analysis of whether specified teacher behaviors occur during inquiry instruction. Page 24.508.4The last two components, category of inquiry and global ratings, provide an overall evaluation ofthe type and quality of instruction that is provided during inquiry instruction.Binary codesBinary codes are identified as

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

(provide engineering knowledge); generating possibilities of how the students in the video mightbe making sense of the activity (empathize with student perspective); and assessing the students’work and proposing ways for them to proceed (direct student work).Here we present our teaching-noticing matrix (Table 1) which intersects the categories of teacherattention with their envisioned responses to students. This matrix illustrates the interaction ofteacher attention and envisioned response: while teachers’ attention at different moments Page 24.1127.7inevitably influences how they envision themselves responding, their envisioned responses, in

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

activities lead tolively participation from students and the production of rich artifacts seemingly teeming with theapplication of deep STEM concepts, practices, and processes. However, the excitementassociated with these activities does not always translate to accurate measurements of whatstudents are or are not learning. Engineering design-based activities are relatively new in K-12education and the assessments teachers are familiar with from their science or mathematicsteaching are not so great at assessing the complexities introduced with prototype solutions toopen-ended design scenarios.Within the research community, the need for better assessment tools and methods has been well-established [1], and even argued as “our essential new priority

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Rebecca Blust, University of Dayton; Margaret Pinnell, University of Dayton

Tagged Divisions

K-12 & Pre-College Engineering

OverviewIn May of 2006, The University of Dayton was awarded a National Science Foundation(NSF) grant entitled, “Making Connections: Resources for K-12 Service-learning andExperiential Learning in STEM Disciplines”. The goal of this project was to provide asystem for K-12 educators to incorporate service learning into their curriculum. Thereare several objectives that the project is to accomplish: 1. Promote the entry of women and minorities into the STEM fields 2. Increase the potential pool of engineers and scientists in the United States 3. Contribute to the development of STEM educators 4. Enhance cultural sensitivity, ethics and social responsibility in future STEM workers.This system is designed to ultimately increase