Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Pre-College Engineering Education
A challenge facing STEM education is integration, advancing student conceptual development and disciplinary practices within and across STEM domains. This study supported fifteen third-grade students in an urban elementary school to reason about content and disciplinary practices in science, engineering, and mathematics. This work was supported through a focus on mechanistic reasoning. To foster mechanistic reasoning, students were engaged in the design of kinetic toys composed of systems of levers within an after-school engineering program. To make the operations of these systems salient, students participated in an embodied activity highlighting properties of these mechanisms. Students re-described and inscribed these embodied experiences in order to support reasoning about mathematical (the geometry of circles) and physical systems (systems of levers). The coding of student talk and gesture during the first two days of this engineering program as well as pre- and post-assessments showed students made gains on measures of mechanistic reasoning, mathematical reasoning, and engineering practices.
Weinberg, P. J. (2020, June), A Pathway Towards STEM Integration: Embodiment, Mathematization, and Mechanistic Reasoning Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34030
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