roller coaster fora local amusement park in 60 minutes. Their interaction was videotaped and pictures of theirdesigns were captured. We have analyzed the video data video analysis approach based on thecodebook we developed by reviewing literature on problem scoping. The instances that we haveseen in mom-child interactions and conversation provided evidence that the child with autismwas capable of engaging in all three actions of problem scoping. The behaviors we haveobserved were mostly associated to Problem Framing and Information Gathering. However, wehave seen some evidence of Reflection. We believe, that the findings of this study laysfoundation for future studies on children with autism and engineering design, and how toeffectively engage
gaining experience working with populations of a different age group than their standardclassroom teaching. Additionally, regular feedback and reflection during training and campsensure that teachers have input into what they need in order to be successful for camp, and intowhat activities are enacted during the camps (see below). The program is also sustained, withcamp-specific workshops following general engineering workshops, followed by several weeksof practice.Perhaps most importantly, and what sets it apart from most out-of-school professionaldevelopment experiences, is being contextualized in the summer camp environment. This hassimilarities to a classroom in the typical population of students and schedule similar to a schoolday, but also
. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to
grade, 3 hours): Working in small groups, studentscreate a solar scribbler and use the engineering design cycle to refine their STEAM design basedon a hypothesis, test the hypothesis, (i.e. Build, Test, Reflect, Refine, Repeat). For the entire set of lesson instructions and materials, please click here.This material is based upon work supported in part by the National Science Foundation (NSF) and the Department of Energy (DOE) under NSFCA No. EEC-1041895. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect those of NSF or DOE.
-on engineering design challenges in the modules. During thisprocess, the phenomenon is also mapped to NGSS to ensure that material would be appropriate for a middleschool teaching environment.Hands-On Activities. Each module included hands-on engineering design challenges for the students toperform while working through the associated phenomenon. During these activities, students are required towork in pairs, which facilitates an environment conducive to learning through collaboration and integrativecomplexity. Additionally, after each section of the modules, students are required to reflect on their ownreasoning, which challenges them to compare their misconceptions about a concept before the module and theirfindings after the module
teacher then tried literacy instruction and debriefed themwith the coach, with an emphasis on iterative improvement after reflection and with anemphasis on building collaborative relationships.Data for this study included observations, conducted periodically throughout the school year,as well as monthly interviews with each teacher regarding their perceptions and practices ofliteracy instruction. Two researchers analyzed the data using inductive constant comparativeanalytic methods. Specifically, they inductively developed codes from the interviews, such ascodes related to the teacher’s perception of literacy. The research team then inductivelydeveloped codes from the teachers’ literacy instruction. The research team then compared thecodes from
behavior. Structure and The way an object is shaped or structured determines many of its Function properties and functions. Stability and For both designed and natural systems, conditions that affect stability Change and factors that control rates of change are critical elements to consider and understand. Table 1 NGSS Crosscutting ConceptsHow crosscutting concepts are implemented and assessed alongside core ideas and practicesraises exciting opportunities to deepen student motivation and learning. Rich resources includingNSF funded, University of Washington’s online STEMteachingtools.org provide a frameworkfor asking deep reflection questions [3
videos showing device functionality, share programming code, and post a reflection on their design processFigure 2: Tasks and sample student work from final design project of first elementary contentcourseOur research questions for exploring this conjecture with TEEP program asked: 1. How did teachers respond to engaging in meaningful engineering for teachers in the TEEP program? 2. What did teachers identify as important things they learned about engineering content and pedagogy?METHODSParticipantsIn this exploratory study, we analyzed the transcriptions of semi-structured interviews of elevenelementary teachers and specialists in the 2017-2018 TEEP program. The group of teachers, 10females and 1
,with the goal of overcoming the previously noted challenges through innovative pedagogicalmethods and exposing students to the benefits of engaging in such an interdisciplinarycurriculum. To be able to implement such as curricular, it is also crucial to provide a robustprofessional learning training for teachers. In the next sections, we provide information about theonline PL and teachers’ experiences with the activities.Online Teacher Professional LearningExperiential learning in teacher professional development is not a new approach but its focus ondeveloping teachers’ practice by experimenting, reflecting and adapting new theories, practicesand content they have been introduced to in their own professional context [11] has been
teacher. Pseudonyms areused throughout this paper.Preliminary Results:Data collection continues, particularly through Canvas (LMS), in teacher reflection and futurefocus groups. We expect more data to emerge as we progress through the year.From our initial findings, the main themes that emerged from teacher interviews wereadaptations (communication with students), student motivation (grades and student engagement),digital equity (laptops and internet access), successes (alternate projects) and teacher futureplans.Grading proved challenging for many of the teachers in terms of student motivation. Jack, ane4usa teacher, expressed "In Pennsylvania here, our governor, sort of in part of the decree saidthat no student could fail, on account of the
townsuffering from a natural disaster. Built into the curriculum are numerous opportunities for youthto reflect on the relevance of program activities to their interests and their lives, which priorresearch has suggested help to increase youth interest and persistence in STEM. Here, we reporton the field trial of this program, and examine the efficacy of the program for increasing youthmotivation and aspirations in STEM, enhancing their abilities to engage in engineering designpractices, and for developing their capacity to use UAVs to address scientific and engineeringproblems. We also report on the changes the program had on youth perceptions of UAV/Drones:from considering UAVs as “toys” to realizing they can be used as “tools” to support science
development.Science Content Description of the problem that students are presented with inFocus/Grade the unitLevel ofimplementationLight and Laser Secure, Inc., designs security systems to protect valuableWaves assets, and the company is seeking help from students to design a laser security system to protect the artifacts in a traveling6th grade museum exhibit. Students investigate properties of light, including reflection, refraction, absorption, and transmission. Their solutions must protect the artifacts by having an intruder cross the laser light at least three times between entering the door and encountering the artifact using
student engagementsurvey also asked students to reflect on what they learned in the course, and asked them to reflecton how the course could be improved.Skills assessmentStudent performance was evaluated through a pre and post exam in mathematics, several quizzesand a final exam in the course, and through assignments and presentations. In addition, studentsself-evaluated themselves at the beginning and end of the course on a list of skills that werecovered. Students rated their confidence in each skill on a 4-point scale at the beginning and endof the course. The average score for skills in each category is shown in Figure 1 for both the2017 and 2018 cohort of students. At the beginning of the course, students felt the mostconfident in chemistry
waterproofing materials on their hydrophobic testing sheet.3. Students will devise two ways to waterproof their chosen material. Students must develop a written plan for both methods. Students must modify and label at least two approaches Material A and Material B.4. Students will engineer and modify their 2 surfaces.5. Teams will then observe and diagram the drop profile/contact angle of a drop of water on their modified surface. a. Place a drop of water on the surface. b. Look at the drop from the side and sketch the drop profile or your worksheet. *Additional steps on full online versionWrap UpStudents will reflect upon their designs and test results. They will choose a spokesperson to communicate their results and futureimprovements
engineeringdesign process. For example, Wendell, Wright, and Paugh [4] describe the reflective decision-making practices observed in 2nd through 5th grade classrooms as students completed designactivities within the Engineering is Elementary curricula. Previous research on the middleschool curriculum described in this paper [5] utilizes longitudinal interview data to documentprogressions in how individual students describe their work with the stages of the engineeringdesign process over the course of several exposures to the curriculum.Researchers have also investigated how integrated STEM curricula promote the transfer ofknowledge from one STEM subject or context to another, ultimately enhancing student learning[6], [7], [8]. Because STEM integration
result of its inclusionand elevated importance in the Next Generation Science Standards (NGSS) [1]. Within thenascent field of pre-college engineering education, the ways in which elementary engineeringexperiences may support the formation of engineering identities in young children are not wellunderstood [2]. What is known about formative experiences in engineering is that participationtends to be gendered [3], with girls and boys engaging in and reflecting on engineering activitiesin different ways. This paper focuses on identity, as developing a strong engineering identity, orsense of belonging in engineering, is essential to pursuing and persisting in the field.Participation in engineering outreach programs is widely seen as an opportunity
at Implementing Engineering Design-based Science TeachingAbstractThe purpose of this comparative case study is to analyze the highly complex practice ofimplementing instructional activities and classroom organizational structures of five grade fourteachers learning to teach science using engineering design. Using the theoretical framework ofambitious teaching, researchers identify core instructional practices that align with nationalscience academic standards and the tenets of engineering design to analyze teachers’ pedagogicalactions of leveraging student thinking during design. Data were gathered via formal multi-dayclassroom observations, semi-structured interviews, teacher reflections, and student work (i.e
knowledge aboutengineering and application of their pedagogical knowledge. In the scope of this program,teachers implemented STEM activities with students by using curriculum materials from the PDprogram, and they were asked to provide reflective critiques on their pedagogical practices.Analysis was based on video-recorded lessons, and teachers’ reflective critiques indicated thatteachers’ pedagogical content knowledge and practices improved; however, they mostly adheredto the curriculum without modifying it for their classroom. This result suggests that the teacherswere able to apply what they had learned in the PD, but were unable to synthesize newcurriculum.Teacher PDs where authentic engineering design challenges have been shown to have
Consumer Affairs, Journal of Marketing Management, Journal of Retailing and Consumer Services, and Marketing Education Review.Dr. Gbetonmasse B. Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute where he also directs the Cape Town Project Center. He holds a Ph.D. in economics and a Master in statistics. His research interests are in applied econometrics, development economics, program evaluation, and higher education. In higher education, he is interested in student motivation, experiential learning, and critical reflection to promote active and more intentional learning. Previously, Somasse was a
used to assess program impact atscale. We studied results from a series of surveys using two deployment modes with 94 youthwho participated in programs at an afterschool maker learning center. We found thatretrospective surveys that ask youth to reflect on shifts in their attitudes after completing aprogram are more effective than the same surveys deployed twice, pre- and post- a program.These results confirm input from youth interviews in which they expressed dislike of repeatingthe same surveys before and after a program and difficulty with answering self-assessmentquestions without a point of reference.1. IntroductionAfterschool maker programs provide opportunities for engaging youth in hands-on projects thatrequire creative problem solving
undergraduate engineering student, and an undergraduate teacher educationstudent. The STEM Stories afterschool program began in September and ran through April. Itmet twice a week for two hours each day at the school.EVALUATIONThe evaluation was approved by the UD’s Institutional Review Board (IRB). The evaluationincluded pre- and post- survey data, attendance data, and reading scores.Participants: Fifty-five grade 2 and 3 students registered for the afterschool program.Attendance records reflect that six students attended between 66% and 100% of the time; fourstudents attended between 51 and 65% of the time, eight students attended between 31 and 50%of the time, and 37 students attended between 0 – 30% of the time. The school has a 54 %minority
continuing their education,obtaining more STEM-related experience, and preparing themselves for the future.While our hypotheses were generally not supported, the results of this evaluation may suggestNM PREP is an effective means of helping students identify whether they are interested infurther pursuing engineering-related activities. It is possible these results reflect the nature of theprogram in that students’ may feel overwhelmed with the amount of information they are givenin a period of two weeks. It is also possible the lack of significant results is related to changes inthe evaluation procedures throughout the program’s implementation.Table 2.Independent Samples t-Test Survey Results Self-Efficacy: Self-Efficacy
observations and interventions in a system,explaining that ideal observations are not impacted by the observer and won’t be used to promotechange. Since we will reflect on our purposeful observations (interviews), a potential result ofthis process is to promote and implement change, making our data collection process acombination of both observation and intervention (Midgley, 2003). While we hope to fully andaccurately portray the system to analyze it, the observer (interviewer) must be careful not toinfluence the thoughts and expertise of the stakeholder (interviewee). If interviewees areexplaining an ideal system as opposed to the actual system that we want to analyze, theeffectiveness of this systems thinking process significantly decreases
engineering vicarious experiences, they can inform their ownteaching practices and practice reflective teaching as they teach lessons. IntroductionWithin the last decade, there has been a push for engineering to be taught in the K-12 schoolsystem. Integrating engineering into the classroom is especially important due to the expressedneed for engineers from organizations such as the National Academy of Engineering and fromreports like PCAST that predicted a need for one million more STEM professionals by 2020 [1],[2]. In addition to this expressed need, research shows that students begin making career choicesas early as, if not before, high school, so it is important they gain an understanding of
. Prior to arriving at Purdue Univer- sity, he earned a master’s degree in the department of mathematics at the University of Cincinnati in the USA. He is currently writing a dissertation on the pre-service teachers’ understanding of geometric re- flections in the USA. His dissertation explores pre-service secondary mathematics teachers’ motion and mapping views and contributes to current research by offering insights into the development of an under- standing of geometric reflection. He is also working as a research assistant in Engineering Education. His work is focused on student learning and interest engineering design to teach engineering, science, and mathematics.Peter Wesley Odom, Purdue University, West
”identity, with one of the most cited frameworks being that of Carlone and Johnson [12], whichposits that one’s science identity consists of the interrelationship among performance,competence, and recognition. Building on this framework and drawing from a social-cognitiveperspective, Hazari and colleagues [11] added a fourth component when they examined students’physics identity, namely interest, which reflects one’s desire or curiosity in a subject [11, 13-14].While these components were developed within the context of specific roles (e.g., science,physics), they reflect general aspects of one’s role-related identity, and therefore they areapplicable to specific fields beyond science. Drawing from this framework, this paper describesthe
answers, whether correct or not. Logistically, the educator follows the guide sequence in general but often limits time forsense making or reflection. For instance, he frequently minimizes or skips sections of theactivities that require whole group discussion, writing, or reflection; thus each activity runs about15 to 20 minutes under the suggested time. He infrequently emphasizes the activity’s purposewith the whole group (Table 4). His use of questioning strategies with the small groups appearsto support development of engineering habits of mind and sense making. The educator often usesquality pedagogical strategies that support youth, such as open-ended questioning (Table 4).Overall the educator facilitates a youth-directed experience
grades of zero (i.e., incomplete assignments, D), misseddays of classroom instruction (E), and missed days of Discovery (F) by student between schools.N=77 and 53 for Schools A and B, respectively. P-values reflect nonparametric U-tests between schools.Aggregate assessment of classroom performance from both schools presented consistent meanfinal course grades (excluding the 10-15% Discovery portion) of 67% (Figure 2A); given thissimilarity it was determined that further comparative analysis between school cohorts wasjustified. However, performance on Discovery variables was significantly different (p < 0.0001)between school cohorts; School A students averaged 67% (remarkably consistent to their
consulting with nonprofits, museums, and summer programs. c American Society for Engineering Education, 2019 Creation of an Engineering Epistemic Frame for K-12 Students (Fundamental)AbstractIn implementation of K-12 engineering education standards, in addition to the professionaldevelopment teachers need to be trained to prepare students for future engineering careers,assessments must evolve to reflect the various aspects of engineering. A previous researchproject investigated documentation methods using a variety of media with rising high schooljuniors in a summer session of a college preparatory program [1]. That study revealed thatalthough students had design
, and the role of engineersin societal decisions about technology” [4, p, 683]. Macroethics are reflected in engineering codesof ethics. For example, the American Society of Civil Engineers (ASCE) code of ethics addedenvironmental protection, sustainability, and treating all persons fairly/equitable participation in1976, 1996, and 2017 [5], respectively. The update in 2020 moved to a hierarchical stakeholdermodel that places obligations to society and the environment first [6]. The ASEE code of ethicsincludes sustainable development and social justice [2]. Engineering educators need to teachstudents about both macroethical issues and microethics [2], and stay current as the ethicalexpectations of the profession evolve.Engineering education