Asee peer logo

Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice

Download Paper |

Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Tagged Division

Pre-College Engineering Education Division

Page Count

16

DOI

10.18260/p.26504

Permanent URL

https://peer.asee.org/26504

Download Count

626

Request a correction

Paper Authors

biography

Michael Grubbs Baltimore County Public Schools

visit author page

Previous to my current position as Acting Supervisor of Technology, Engineering, and Manufacturing Education of Baltimore County Public Schools, I was a Virginia Tech GRA and educator in Clayton County Public Schools.

visit author page

biography

Greg J. Strimel West Virginia University Orcid 16x16 orcid.org/0000-0002-4847-4526

visit author page

Director, K-12 Initiatives

visit author page

Download Paper |

Abstract

Engineering design is increasingly viewed as highly beneficial to K-12 Education. As a result, engineering continues to be implemented in technology and engineering education alongside the recent inclusion of science with the Next Generation Science Standards. In turn, use of engineering has raised a number of concerns as to what the true intent is and how research can be used for K-12 educational practice. One concern is what is taught in K-12 education and how aligned it is with professional engineering preparation. This is often debated as the big “E” vs little “e” approach of teaching and learning. Secondly, as cognitive research in K-12 engineering design thinking is being conducted more frequently, what coding schemes are being used, how research is being conducted, and what do the findings suggest can begin to guide educators in the design of instructional practices. Lastly, how can recent design cognition research be used to impact student learning outcomes. Consequently, this article focuses on the influx of K-12 design cognition research related to engineering design. The outcomes of this paper is to ground K-12 design cognition research, by making connections with goals of K-12 education. A framework is provided for transferring design cognition research into effective pedagogical practices.

Grubbs, M., & Strimel, G. J. (2016, June), Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26504

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015