Paper ID #10605Exploring How Design Critique Processes Shape Fifth Graders’ Peer Inter-action in Collaborative Engineering ProjectsDr. Michelle E. Jordan , Arizona State University Michelle Jordan earned her PhD in Educational Psychology at the University of Texas at Austin, focusing her studies on learning, cognition, and motivation with an emphasis on classroom discourse. She joined the Mary Lou Fulton Teachers College at Arizona State University in 2010. Her interdisciplinary research draws on traditions in qualitative inquiry, sociolinguistics, complexity theories, and the learning sciences. Partnering with teachers
AC 2009-452: DATA-DRIVEN COMPREHENSIVE MENTORSHIP INENGINEERING: HOW WE ARE ADAPTING THE SOCIAL-STRESS MODEL OFPEER INFLUENCEGary Winn, West Virginia University Gary L. Winn, Ph.D., is a Professor in the Industrial and Management Systems Engineering Department at West Virginia University.Laura Winn, Waynesburg Central High School Laura E. Winn is a senior at Waynesburg High School, Waynesburg, PA and has assisted with the Engineers of Tomorrow summer camp program as a peer mentor.Reagan Curtis, West Virginia University Reagan Curtis, Ph.D., is an Associate Professor of Educational Psychology in the College of Human Resources and Education at West Virginia University.Robin Hensel, West Virginia
. The 2010 test results show that nine of the students scored PartiallyProficient on the language arts/literacy test and one student scored Proficient. There are five testsubsets and those scores are reported in percents. It is the expository writing sample score that isof interest in this study because that is the writing genre that the students will use to explain anddescribe their engineering experiences. The scores of the partner students ranged from 40%-60%.The 2011 Grade 5 NJASK scores will be administered in May 2011, but the results will not beavailable to the schools until mid-August.Approach/Methods/MaterialsThe CIESE staff member visits the class twice per month and leads the lessons with theassistance of the teacher. The approach to
about15 hours using a computer per week. Her career interests before attending the Game of Lifeworkshop included publishing and editing, since writing came naturally to her. She knewtechnology would be a part of her life in terms of email, word processing, correspondence, butshe had no desire “to work in front of a computer all day long”. She rated herself as average to abit higher than average when assessing her confidence in using technology before attending theworkshop as compared to her peers. She was also sure that college would be part of her future.She says, “Overall, my experiences with DO-IT were good, but I found many of the classes andactivities were not as useful to me as they could have been. The experiences of livingindependently in
the filters to create a water filtration system. Use any combinations of Bottles (cut each bottle at the the materials here & layer/sandwich them with halfway point & nest the tops the goal of creating the system that will trap the most pollutants from the dirty water.” inside of the bottoms, with the 4. Getting Feedback: Teams submit designs for teacher/peer feedback. spout down) Ensure that teams can articulate which design parameters they are holding 100 Cotton Balls constant & which they are varying between designs. After receiving 2 Gallons Dirty Water
concentrationsFatigue: Total life and defect-tolerant philosophiesFriction, Wear and LubricationIII: Clinical Issues (with embedded case examples)Orthopaedics: total joint replacement, soft tissue repair, and spinal implantsCardiovascular: catheters, stents, graftsDental: implants, TMJ restorationSoft Tissues: reconstruction and augmentationIntellectual property: patents, device development, legal and ethical issuesProfessional Development LabLearning styles, Blooms TaxonomyPedagogy and outreach teachingTechnical research, writing and presentationsTeam work and peer-reviewDesign methodology Page 15.236.5Project developmentEarly in the semester, the education
engineering vocabulary.Engineering Effective ways to integrate engineering into current curriculum, such asIntegration language arts, social studies, mathematics, science, and art lessons.Teaching Teaching practices that include different ways to improve problem solvingStrategies and critical thinking skills: questioning techniques to elicit student responses; writing techniques, such as expository, procedural, and reflective journal writing; and how to make learning more hands-on, etc.Student Teamwork Team building that fosters positive peer interaction and cooperative learning among students to solve problems and complete projects
creative endeavors, partialknowledge students have about new content, and negotiation of social roles, responsibilities andpositions all present communication challenges as students engage in design projects8. Moreover,complications abound because the various contingencies are interdependent (e.g., knowledge ofcontent constrains solution options). Effective engineering design learning depends onstructuring a predictable environment in which students feel safe to explore and create withinbounded constraints. Incorporating classroom structures to facilitate productive peer-to-peercommunication is one part of creating such an environment.Research in learning and motivation presents multiple perspectives for educators and researchersto draw from as
Hands-on research component for many participants Stanford Engineering Research Experience for Teachers Interactive Seminars on Professional Practices (SERET) Supporting Transfer to the Classroom Analyzing and Synthesizing Literature Education Transfer Plan with IISME Collaborating Peer coach to support teachers funded by IISME Synthesizing Data and Communicating Results Subject-specific
18%Factor 2: Familiarity with DET 2.19 0.58 10.9%Factor 3: Stereotypical Characteristics of Engineers 2.71 0.62 7.4%Factor 4: Characteristics of Engineers and Engineering 3.60 0.36 7.3%Importance of DET. As a whole, the teachers thought that DET was important. As indicated byitem means of three or higher, teachers were more interested in learning more about DETthrough workshops than through in-service, peer training, or college courses and believed thatpre-service education was important for preparing them to teach DET. The teachers’ mainmotivations for teaching science were: to promote an enjoyment of learning, to promote an understanding of the natural and technological world
institutes was based on educational research that has documented key featuresof professional development and careful evaluation of prior professional development activitiesin the region. The optimal partnership was defined as one where teachers partner with workingscientists, mathematicians, and engineers who have sophisticated equipment in laboratory workspace, computing facilities and other resources of higher education. During the past two years,approximately 250 individuals attended 22 institutes; some of the teachers attended multipleofferings. The efficacy and impact of these institutes has been assessed through pre- and postcontent knowledge or capability tests, evaluation forms, and peer-review of lessons developed asan outcome of the
) respect for students at all levels of development—are embedded throughout each lesson.In each Math Out of the Box K-5 lesson, students are: 1) given variety and choice in learningtasks; 2) expected to communicate their thinking both verbally and in writing; 3) providedopportunities to model and practice with other students, with the expectation of constructivefeed-back from peers and the teacher; 4) given tasks that are student-centered in nature; and 5)expected to work cooperatively in various group configurations to accomplish tasks. Whatfollows are excerpts from each phase of the learning cycle from a fifth grade lesson, Lesson 6:Creating a Growing Pattern11 with commentary explaining how the lesson components satisfythe Felder/Brent
to record their ideasthrough pictures and writing directly in the software, which allows them to both share their ideaswith their peers and lets them revisit their ideas at a later time.Scardamalia notes that small group work in classrooms can be fruitful; it breaks the pattern of theteacher relaying authoritative information to large groups of students, and lets the students’ ideasbecome a greater part of the classroom discourse4. However, group work is also thought to haveseveral challenges, including group domination by one or two students, knowledge and ideasbecoming lost when not recorded and less teaching guidance of each group in a productivedirection4. Technology has been thought to be a productive way to promote collective
in student being removed from the program. To demonstrate theimportance of the student’s academic performance, when ever the GPA of the student falls below3.0, his/her place is replaced by some other student based on the high school teachers’recommendation. This is implemented to encourage students to work hard while in middle andhigh school and maintain a minimum 3.0 GPA. This also creates peer competition, which in turnencourages hard work necessary to secure admission into the program.Hands-on Experience The human mind grasps concepts better when an activity is performed in real time comparedto when read from a book. Hands-on experience provides students an opportunity to learn bydoing, which also enhances their ability to think
, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and col- laborative teaching methods has been supported by more than $11.6 million from the National Science Foundation and the Sloan Foundation and his team received the William Elgin Wickenden Award for the Best Paper in the Journal of Engineering Education in 2008 and multiple conference Best Paper awards. Ohland is Past Chair of ASEE’s Educational Research and Methods division and an At-large member the Administrative Committee of the IEEE Education Society. He was the 2002-2006 President of Tau Beta Pi
. Some teen interns participate in both components, and some in justone component. Over time, interns who remain in the program develop leadership and teachingskills of their own, as they help to bring more junior interns up to speed. The teens areresponsible for all aspects of production, from story development and script writing, throughinterviewing and sound gathering, to final audio editing. Their work has been featured regularlyon Northeast Public Radio, and an hour-long special that they produced (“Fresh Greens: Teensand the Environment”) has been licensed and broadcast by public-radio stations across thecountry. In addition, TYR teen interns produced an audio tour of green elements in BostonChildren’s Museum’s newly-renovated building
Page 15.711.7 will do multiple runs to check for consistency and repeatability. Mass is added to a sample when it is electroplated. Students will record the mass of the samples before and after the process to determine mass gain. Students will write up lab reports to show their results.Go PublicIn this part of the legacy cycle, students will have the opportunity to present their findings withtheir peers, parents, and members of the community. I: All students will be responsible for turning in an accident report. This accident report will be summative of the entire legacy cycle. Using their journals, lecture notes, multiple perspectives, and research
their robot, their first assignment was to write a program to allow therobot to move forward for one meter, turn 180 degrees and then move forward for another meter.By gradually introducing new programming techniques, the level of programming difficulty wasincreased. During the 3rd week of the course, the students were introduced to functions whichmade repetitive code more efficient and programmer-friendly. By this time, the moreexperienced programmers were actively helping the less experienced. Peer work always workshand-in-hand with teacher instruction. In the 4th week, before students would begin their finalprojects, the final objective was to program the remote controller. The course was designed thisway to ensure that students would not
increase students’ attitudes towards communityservice and efficacy with engineering skills. The students in the PBSL section of the course out-gained their peers in non-service PBL sections for efficacy and awareness. The female and URMstudents in the PBSL section had the greatest gains in efficacy over the course of the semester.The non-service PBL females and majority students had the greatest gains for attitudes towardscommunity service, though it is important to note again that the PBSL students started with veryhigh attitude scores on this factor.Skyline High School’s four-year STEM curriculum focuses on higher-level thinking,communication, writing and many other 21st-century skills necessary for successful studentlearning. Students have
success. One such group is students who are diagnosed with dyslexia, a learning disabilitythat results in challenges when learning to read. These students often determine very young thatthey are not as capable in learning as their peers because they struggle to master reading. Yet,many dyslexic students are also gifted, and some researchers believe that some dyslexic studentshave a unique capacity to visualize in three dimensions, which ironically contributes to thechallenge of mastering reading in two dimensions. The ability to reason in three dimensions is anadvantage when learning STEM. This advantage should be recognized, developed andencouraged because many of these students may have the potential to be future scientists andengineers.This
contained in the CCSSO report8: active learning, coherence, contentfocus, duration, and collective participation and a capstone session which provided the teachersthe opportunity to use their acquired skills and knowledge in a new application. Teachersattended an initial two week summer workshop and a one week summer workshop the followingsummer. Academic year follow-up included one day workshops and in-class support byuniversity faculty, staff and graduate students to work with and mentor teachers during theimplementation process in the classroom and program assessment. In addition, an electronic,peer-learning community was established, for communications among teachers and universitypersonnel, and for online professional development
“become” researchers in the sense that they conductliterature reviews, develop research question(s), design (collaboratively with mentors/peers) theirstudy, and report their results. Initiating teachers into the research process in the first week of theRET experience is key. In this paper, we describe how we use a Legacy Cycle approach to trainthe teachers in the research process. The inquiry approach inherent in a Legacy Cycle providesteachers the flexibility to research topics and develop their interests, yet the structure of theCycle keeps the teachers focused and progressing towards the final goal/product: their researchquestion. Using the Legacy Cycle early in the RET experience also showcases how a Cycleunfolds when implemented. This is
are alreadyunderrepresented in STEM careers. Since engineering in North Carolina schools has appearedonly in a career-linked capacity, thinking of engineering, not as a discipline but as an integratorand bringer of relevance to any class, represents a true paradigm shift.This paper describes a recent effort to write educational standards for the state of North Carolinathat define engineering in the K-12 space. The intent is for engineering to be integratedthroughout K-12 education, not as stand-alone classes, but as a part of any class. The effort todevelop a description of what all students should know and be able to do with respect toengineering began with the various standards in use in other states and incorporated informationfrom NAE
. Student learning was assessed using pre and post assessments; brief write-ups andsketches describing their circuit designs; white board presentations to peers, parents, and adultfacilitators on what they have learned; and demonstrations of their chain reaction creation.Urban Heat Island UnitStudents were engaged with the notion of the urban heat island phenomenon in the area wherethey live by going on a field trip to the local research-intensive university’s green building andexploration of various areas on the university’s campus on one of two trails to find the best placefor having lunch outdoors. Students measured humidity, temperature, and wind at designatedlocations on the trail and recorded data. Average measures were computed for the group
University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the
college level, so the material is new formost of the students. For example, the physics course concentrates on special relativity;chemistry focuses on aspects of organic chemistry and molecular synthesis. Each course gives ahomework assignment every week, designed to be challenging enough to require collaborative Page 24.691.4effort to solve. No student is advanced enough in all areas of science to complete eachassignment independently. This forces gifted students who rarely encounter true academicchallenges to be pushed from their comfort zone. To succeed they must ask for and acceptassistance from their peers or teaching assistants. The
sketchpad drawing tool. Students can manipulate and illustrate their own designs within the system. WISEngineering records all student data, so these initial ideas can be referenced at a later time. TheFigure 2. Engineering design cycle aligns with project steps for explicit navigation. design portfolio allows students to collect any of their work from the project unit and compile it into anelectronic portfolio that can be shared with both peers and instructors. This feature
predominantly African American (AA), Limited English Proficient (LEP) and Economically Disadvantaged (ED) populations. One of the earliest successful and widely reported projects was the Valle Imperial Project in El Centro, CA. The implementation of inquiry based science kits using the National Science Resources Center (NSRC) model of exemplary science education (research based curriculum, ongoing professional development, 2 authentic assessment, community support and materials support) resulted in significant 3 increases in not only science achievement, but also reading, math and writing
which paired medical implants with design considerations, forexample, “total hip replacement/wear” or “heart valve/fatigue”. These medical implant/designconsideration pairings were developed so that each engineering concept would be taught with arelevant application, as shown in Table 2. Another element of successful group work is having a highly structured project7,12. Tothis end, various benchmarks were described which assisted students in developing their projectover the course of the semester. These were: - A write-up which included the history of the device and the current state-of-the-art configuration - A lesson plan in a specified format - A two-minute “elevator speech” demonstration for their peers, teachers and
basic interpretive research strategies, with a strong flavorof grounded theory. The purpose of the study was to understand how high school students makesense of engineering design as an educational activity. Hence, we employed a process informedby constant comparative techniques – the simultaneous collection and analysis of data. Wedeviated from grounded theory by not making the production of a substantive-level theory arequisite to the study. Rather, themes and findings in high school engineering design werederived and explained. Peer debriefing became an ongoing process following the analyses. Inaddition to peer debriefing, the credibility of this study was established through triangulation ofthe themes and findings from the design challenge