Developing Engineering Content for K-12 STEM Classrooms   by  Providing a Hands-On Engineering Design Experience  for Teachers:  A Case Study

Mounir Ben Ghalia; Hasina Huq

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3
Tagged Division: K-12 & Pre-College Engineering
Page Count: 8
Page Numbers: 24.399.1 - 24.399.8
DOI: 10.18260/1-2--20290
Permanent URL: https://peer.asee.org/20290
Download Count: 503

Paper Authors

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Mounir Ben Ghalia The University of Texas, Pan American

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Dr. Mounir Ben Ghalia is a professor in the electrical engineering department at the University of Texas, Pan American. He is the principal investigator and the director of the Research Experiences for Teachers in Emerging and Novel Engineering Technologies (RET-ENET) in the Rio Grande Valley project, which is funded by the National Science Foundation. His current research interests focus on cooperative, multiple mobile robots and engineering education.

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Hasina Huq University of Texas, Pan American

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Abstract

Developing Engineering Content for K-12 STEM Classrooms by Providing a Hands-On Engineering Design Experience for Teachers: A Case Study (Research-to-Practice)The integration of engineering content in K-12 math and science subjects has been a growingphenomenon. Several studies have reported on the positive implications of engineering educationin K-12 classroom settings. Such benefits include: (i) an increased student motivation to learn themathematics and science concepts [1, 2], (ii) an increased student learning and achievements inmathematics and science [3], and (iii) an increased interest in pursuing a career in the STEMfield [3].There is a limited amount of research that examines the challenges and best practices forengaging teachers to develop engineering content for K-12 mathematics and science classrooms.The goal of this paper is to describe factors that must be considered when engaging teachers todevelop and implement engineering content that can be seamlessly integrated into theirmathematics and science subjects. The results and recommendations of this paper stem from acase study of three teachers that were recruited to participate in the University of _____ researchexperiences for teachers in engineering program. The six-week summer professionaldevelopment program engages teachers in engineering research and design and provides supportfor teachers to develop engineering content for their classrooms. Equipment, materials andsupplies were provided to teachers to implement the new engineering-based math and sciencecurricula during the academic year. The research questions that guided this study are as follows: (1) What are the main considerations for engaging math and science teachers in engineering research and design? (2) What are the challenges that teachers face and what of type of support should be provided to help teachers translate their engineering research into engineering content relevant to the mathematics and science concepts that they teach.This paper presents the methods and results of the case study that engaged a team of threeteachers in an engineering design that consisted in building an experimental setup and analyzingthe electrical characteristics of a carbon nanofiber-based glucose biosensor. The paper describesthe challenges that teachers faced and the support provided to guide the teachers in thedevelopment of engineering curriculum content, inspired by their own engineering designexperience, for their mathematics and sciences subjects. The results of the engineeringcurriculum contents developed through this program and the observations of theirimplementations in teachers’ classrooms during the academic are reported, evaluated anddiscussed. REFERENCES1. Nugent, G.C., et al., Extending engineering education to K-12. Technology Teacher, 2010. 69(7): p. 14-19.2. Cantrell, P., et al., The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 2006. 95(4): p. 301-309.3. Katehi, L., G. Pearson, and M.E. Feder, National Academy of Engineering and National Research Council Engineering in K-12 education., ed. N.A. Press. 2009, Washington, DC.

Citation
Format

Ben Ghalia, M., & Huq, H. (2014, June), Developing Engineering Content for K-12 STEM Classrooms by Providing a Hands-On Engineering Design Experience for Teachers: A Case Study Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20290

TY - CPAPER
AB - Developing Engineering Content for K-12 STEM Classrooms by Providing a Hands-On Engineering Design Experience for Teachers: A Case Study (Research-to-Practice)The integration of engineering content in K-12 math and science subjects has been a growingphenomenon. Several studies have reported on the positive implications of engineering educationin K-12 classroom settings. Such benefits include: (i) an increased student motivation to learn themathematics and science concepts [1, 2], (ii) an increased student learning and achievements inmathematics and science [3], and (iii) an increased interest in pursuing a career in the STEMfield [3].There is a limited amount of research that examines the challenges and best practices forengaging teachers to develop engineering content for K-12 mathematics and science classrooms.The goal of this paper is to describe factors that must be considered when engaging teachers todevelop and implement engineering content that can be seamlessly integrated into theirmathematics and science subjects. The results and recommendations of this paper stem from acase study of three teachers that were recruited to participate in the University of _____ researchexperiences for teachers in engineering program. The six-week summer professionaldevelopment program engages teachers in engineering research and design and provides supportfor teachers to develop engineering content for their classrooms. Equipment, materials andsupplies were provided to teachers to implement the new engineering-based math and sciencecurricula during the academic year. The research questions that guided this study are as follows: (1) What are the main considerations for engaging math and science teachers in engineering research and design? (2) What are the challenges that teachers face and what of type of support should be provided to help teachers translate their engineering research into engineering content relevant to the mathematics and science concepts that they teach.This paper presents the methods and results of the case study that engaged a team of threeteachers in an engineering design that consisted in building an experimental setup and analyzingthe electrical characteristics of a carbon nanofiber-based glucose biosensor. The paper describesthe challenges that teachers faced and the support provided to guide the teachers in thedevelopment of engineering curriculum content, inspired by their own engineering designexperience, for their mathematics and sciences subjects. The results of the engineeringcurriculum contents developed through this program and the observations of theirimplementations in teachers’ classrooms during the academic are reported, evaluated anddiscussed. REFERENCES1. Nugent, G.C., et al., Extending engineering education to K-12. Technology Teacher, 2010. 69(7): p. 14-19.2. Cantrell, P., et al., The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 2006. 95(4): p. 301-309.3. Katehi, L., G. Pearson, and M.E. Feder, National Academy of Engineering and National Research Council Engineering in K-12 education., ed. N.A. Press. 2009, Washington, DC.
AU - Mounir Ben Ghalia
AU - Hasina Huq
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Developing Engineering Content for K-12 STEM Classrooms by Providing a Hands-On Engineering Design Experience for Teachers: A Case Study
UR - https://peer.asee.org/20290
DO - 10.18260/1-2--20290
ER -