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Engineering to Enhance STEM Integration Efforts

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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

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count

15

Page Numbers

24.511.1 - 24.511.15

Permanent URL

https://peer.asee.org/20402

Download Count

165

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Paper Authors

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Tamara J. Moore Purdue University Orcid 16x16 orcid.org/0000-0002-7956-4479

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Tamara J. Moore, Ph.D. is an Associate Professor of Engineering Education at Purdue University. Dr. Moore’s research is centered on the integration of STEM concepts in K-12 and higher education mathematics, science, and engineering classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her research agenda focuses on defining STEM integration and investigating its power for student learning. She is creating and testing innovative, interdisciplinary curricular approaches that engage students in developing models of real world problems and their solutions. Her research also involves working with educators to shift their expectations and instructional practice to facilitate effective STEM integration.Tamara is the recipient of a 2012 Presidential Early Career Award for Scientists and Engineers (PECASE) for her work on STEM integration with underrepresented minority and underprivileged urban K-12 students.

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Kristina Maruyama Tank Iowa State University

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Aran W. Glancy University of Minnesota, Twin Cities

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Aran W. Glancy is a Ph.D. Candidate in STEM Education with an emphasis in Mathematics Education at the University of Minnesota. He is a former high school mathematics and physics teacher, and he has experience both using and teaching a variety of educational technologies. His research interests include mathematical modeling, computational thinking, and STEM integration. Specifically, he is interested in the ways in which integrating engineering or computer science into mathematics and science classes can support and enhance learning within and across the STEM disciplines.

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Emilie A. Siverling Purdue University

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Emilie A. Siverling is a Ph.D. Student in Engineering Education at Purdue University. She received a B.S. in Materials Science and Engineering from the University of Wisconsin-Madison, and she is a former high school chemistry and physics teacher. Her research interests are in K-12 STEM integration, primarily using engineering design to support secondary science curricula and instruction.

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Corey A. Mathis Purdue University

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Corey A. Mathis earned her B.S. in biology and her M.E.D. in secondary education from Northern Arizona University. Prior to returning to school to obtain a PhD in engineering education at Purdue University, Corey spent nine years as a 7-12 grade Arizona science teacher. While at Purdue she has developed a course for Engineering Technology Pathways in addition to bring statistic to science classrooms though teacher outreach programs.

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Abstract

Engineering to Enhance STEM Integration EffortsCurrently, there is a movement in K-12 education to include engineering academic standards in thescience curriculum. The Next Generation Science Standards, which include engineering design learningideas, are starting to be adopted by states. This research project builds on the STEM Integration researchparadigm, defined as the merging of the disciplines of STEM. There are two main types of STEMIntegration: Content Integration and Context Integration. Content Integration focuses on the merging ofthe content fields into a single curriculum in order to highlight "big ideas" from multiple content areas.Whereas Context Integration focuses on the content of one discipline and uses contexts from others tomake the content more relevant. The purpose of this research is to understand and identify the ways inwhich teachers implement engineering standards in their classrooms. The research questions are: 1. How are K-12 engineering standards being implemented in science classrooms? 2. How are teachers using STEM Content Integration and Context Integration to address the engineering standards? And what are the advantages/disadvantages of each?This project utilizes a mixed methods, multiple-case, embedded case study design that employs a varietyof data sources in order to fully understand teachers’ implementation strategies and obstacles as theywork to address the engineering standards in the K-12 classroom.This project advances pedagogical understanding about how to teach STEM content in aninterdisciplinary manner. It enhances the theoretical models of Context and Content Integration acrossSTEM and models of student learning in these context-rich interdisciplinary problem spaces. Byresearching the implementation of K-12 engineering standards, this project adds to the theoretical basisfor student learning in STEM integration environments.STEM integration has potential to increase student interest in STEM subjects and, therefore, the pipelineto STEM fields. Because the teacher professional development module schools include high needsschools in the urban area, this research documents the learning outcomes of underrepresented populationswhen presented with a STEM integration curricular unit. The inclusion of teacher professionaldevelopment in the project informs teacher preparation in STEM integration and provides necessary datafor making informed decisions about the direction for STEM curricula in the teaching and learning ofSTEM content.

Moore, T. J., & Tank, K. M., & Glancy, A. W., & Siverling, E. A., & Mathis, C. A. (2014, June), Engineering to Enhance STEM Integration Efforts Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20402

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