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Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Tagged Division

Pre-College Engineering Education Division

Page Count

11

DOI

10.18260/p.26993

Permanent URL

https://peer.asee.org/26993

Download Count

72

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Paper Authors

biography

Pamalee A. Brady California Polytechnic State University - San Luis Obispo

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Pamalee Brady is an Associate Professor at California Polytechnic State University, San Luis Obispo. She teaches courses in structural systems, concrete, steel and wood design as well as structural engineering courses for architecture and construction management students. Prior to joining the faculty at Cal Poly she worked in applied research at the U.S. Army Construction Engineering Research Laboratory in Champaign, Illinois. She is a member of the Education Committee of the ASCE Technical Council on Forensic Engineering. Her research focuses on engineering education, and she works collaboratively with other engineering and education faculty to develop curricula in the area of K-12 engineering as well as for undergraduate education.

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biography

John Chen California Polytechnic State University - San Luis Obispo

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John Chen is a professor of mechanical engineering. His interests in engineering education include conceptual learning, conceptual change, student autonomy and motivation, and lifelong learning skills and behaviors.

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Danielle Champney California Polytechnic State University - San Luis Obispo

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Abstract

Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course (Program/Curriculum Evaluation) This paper documents new engineering focused curricula for an undergraduate Liberal Studies course directed at future K-12 teacher candidates. The engineering design process is introduced to students within the context of a Project-Based Learning environment. Students are presented with engineering design challenges for which they must generate possible solutions, ask questions, seek information, reflect on project directions, and finally develop an artifact representing their design solution. Course learning objectives are centered on applying the engineering design process, approaching problem solving as an effective team, and becoming more reflective and skilled in providing actionable feedback in team settings while applying K-12 content. Students exhibited excellent sustained inquiry, experienced the cycles of the engineering design process, added to their previously acquired content knowledge and developed teamwork skills. The curriculum development and course evaluation contribute to construction of a rigorous Project-Based Learning Framework incorporating engineering design.

Brady, P. A., & Chen, J., & Champney, D. (2016, June), Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26993

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