Cognitive Load, Transfer, and Instructional Decision-Making in an Informal Middle School STEM Integration Program

Angela M. Kelly; Monica Bugallo

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Engineering Programs and Institutional Factors
Tagged Division: Educational Research and Methods Division (ERM)
Page Count: 17
DOI: 10.18260/1-2--43221
Permanent URL: https://peer.asee.org/43221
Download Count: 267

Paper Authors

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Angela M. Kelly Stony Brook University orcid.org/0000-0003-1393-1296

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Angela M. Kelly is a Professor of Physics and the Associate Director of the Science Education Program at the Institute for STEM Education at Stony Brook University, New York. She attended La Salle University, Philadelphia, Pennsylvania, where she received her B.A. degree in Chemistry, and Teachers College, Columbia University, where she earned M.A., M. Phil., and Ph.D. degrees in Science Education, and the Ed.M. degree in Curriculum and Teaching. Her research interests include equity in pre-college and university physical science and engineering education; reformed teaching practices in undergraduate science; sociocognitive influences on STEM access and participation; STEM curricular integration; and quantum information science and technology (QIST) education. She is the recipient of the SUNY Chancellor’s Award for Excellence in Teaching (2015-2016); the Provost’s Faculty Recognition Award for Excellence in Scholarship and Research from Lehman College, City University of New York (2010); and the Outstanding Teaching Award from Teachers College, Columbia University (2006).

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Monica Bugallo Stony Brook University orcid.org/0000-0003-2963-1474

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Monica Bugallo is a Professor of Electrical and Computer Engineering and Faculty Director of the Women In Science and Engineering (WISE) Honors program at Stony Brook University. She received her B.S., M.S, and Ph. D. degrees in computer science and engin

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Abstract

A challenge associated with Next Generation Science Standards (NGSS) implementation is the meaningful integration of science and engineering knowledge and skills in precollege teaching and learning. Instructors in informal settings have pioneered ways in which engineering design might be adapted for formal science classrooms. This includes interventions designed and taught by university engineers to promote interest in engineering among middle school students. The present study examined instructional decision making in an informal science and engineering camp for middle school students (grades 6-8). This summer program (N=40 students), developed and taught by university faculty and graduate and undergraduate students in electrical and computer engineering (N=5 instructors), physics, and science education, was designed to facilitate middle school students’ engineering knowledge, design skills, interest, and motivation for learning electrical engineering applications in the context of physical science concepts. The conceptual framework was based upon theories in cognitive load, transfer, and instructional responsiveness. Through the exploratory case study design and pre- and post-interviews with course instructors, three main themes emerged: (1) cognitive challenges were often related to the abstraction and transfer of engineering concepts and skills; (2) comprehension was facilitated by fostering collaborative learning and autonomy; and (3) there were frequent timing issues with instructional pacing and differential rates of task completion. Findings suggest that STEM integration requires content mastery, pedagogical content knowledge, and attention towards transfer, particularly in the teaching of engineering design to reduce cognitive load. Scientific concepts such as energy transfer may not be easily recognized in a circuit when students cannot understand the function of individual components. Middle school learners may require verbal instruction and social interaction to minimize cognitive load when engaged with engineering applications. By examining middle school strategies in informal learning contexts, classroom teachers may learn from these findings to identify STEM-related learning difficulties and plan engaging, rigorous lessons. Additional implications for instructional decision making regarding cognitive and affective challenges are discussed.

Citation
Format

Kelly, A. M., & Bugallo, M. (2023, June), Cognitive Load, Transfer, and Instructional Decision-Making in an Informal Middle School STEM Integration Program Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43221

TY  - CPAPER
AB  - A challenge associated with Next Generation Science Standards (NGSS) implementation is the meaningful integration of science and engineering knowledge and skills in precollege teaching and learning. Instructors in informal settings have pioneered ways in which engineering design might be adapted for formal science classrooms. This includes interventions designed and taught by university engineers to promote interest in engineering among middle school students. The present study examined instructional decision making in an informal science and engineering camp for middle school students (grades 6-8). This summer program (N=40 students), developed and taught by university faculty and graduate and undergraduate students in electrical and computer engineering (N=5 instructors), physics, and science education, was designed to facilitate middle school students’ engineering knowledge, design skills, interest, and motivation for learning electrical engineering applications in the context of physical science concepts. The conceptual framework was based upon theories in cognitive load, transfer, and instructional responsiveness. Through the exploratory case study design and pre- and post-interviews with course instructors, three main themes emerged: (1) cognitive challenges were often related to the abstraction and transfer of engineering concepts and skills; (2) comprehension was facilitated by fostering collaborative learning and autonomy; and (3) there were frequent timing issues with instructional pacing and differential rates of task completion. Findings suggest that STEM integration requires content mastery, pedagogical content knowledge, and attention towards transfer, particularly in the teaching of engineering design to reduce cognitive load. Scientific concepts such as energy transfer may not be easily recognized in a circuit when students cannot understand the function of individual components. Middle school learners may require verbal instruction and social interaction to minimize cognitive load when engaged with engineering applications. By examining middle school strategies in informal learning contexts, classroom teachers may learn from these findings to identify STEM-related learning difficulties and plan engaging, rigorous lessons. Additional implications for instructional decision making regarding cognitive and affective challenges are discussed.
AU  - Angela M. Kelly
AU  - Monica Bugallo
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Cognitive Load, Transfer, and Instructional Decision-Making in an Informal Middle School STEM Integration Program
UR  - https://peer.asee.org/43221
DO  - 10.18260/1-2--43221
ER  -