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

\bibitem{asee_peer_26504}
  Grubbs, M., \& Strimel, G. J. (2016, June), \emph{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

Michael Grubbs and Greg J. Strimel.  "Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26504 Internet.  11 Jan, 2025

\bibitem{asee_peer_26504}
  Michael Grubbs and Greg J. Strimel.
  "Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26504 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_26504
author = "Michael Grubbs and Greg J. Strimel"
title = "Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26504}
number = {10.18260/p.26504}
}

TY  - CPAPER
AB  - 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.
AU  - Michael Grubbs
AU  - Greg J. Strimel
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Cognitive Research: Transferring Theories and Findings to K-12 Engineering Educational Practice
UR  - https://peer.asee.org/26504
DO  - 10.18260/p.26504
ER  -