How to Use the STEM-OP Levels to Support the Engineering Designed-Based Lesson Plan Template in The Framework for P-12 Engineering Learning (Resource Exchange)

Latanya Robinson; Emily Dare

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: PCEE Session 4: Resource / Curriculum Exchange
Page Count: 3
DOI: 10.18260/1-2--41108
Permanent URL: https://peer.asee.org/41108
Download Count: 179

Paper Authors

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Latanya Robinson Florida International University

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Latanya Robinson, MEd, is a doctoral candidate at Florida International University (FIU) pursuing a degree in STEM education. Her research interests include professoriate interdisciplinary collaboration, K-12 engineering education, and mathematics education.

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biography

Emily Dare Florida International University

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Dr. Emily Dare is an Associate Professor of Science Education at Florida International University. Dr. Dare's research interests focus on K-12 STEM education. In particular, she is interested in supporting science teachers’ pedagogy while also exploring their beliefs about teaching and learning. As science classrooms shift towards integrated STEM approaches that include engineering design as a central component, this is especially critical. Additionally, Dr. Dare has a passion for working with K-12 students to understand how changes in classroom instruction towards these integrated STEM approaches impact their attitudes towards and beliefs about STEM fields. In particular, she examines methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently underrepresented.

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Abstract

This instructional resource is designed to help K-12 engineering educators create activities for the Engineering Designed-Based Lesson Plan template found in the Framework for P-12 Engineering Learning. The Framework for P-12 Engineering Learning was designed to be aligned with and support A Framework for K–12 Science Education. It follows that pre-college engineering activities should be integrated with science concepts, allowing students to uncover why and how engineering and science concepts tie together. The Engineering Designed-Based Lesson Plan template in the Framework for P-12 Engineering Learning assists teachers in designing these types of lessons. However, the 5E model format of the template lacks guidance in how to create activities of “what the teacher should be doing” and “what the students should be doing” at the task level for the engineering concepts, culturally situated context, career connections, and relevant STEM standards connections sections. The overview style of these components, as presented in the template, is not enough to assist an educator in designing activities to support student learning. Since the template is based on the integrative connections of engineering and science, using the STEM Observation Protocol (STEM-OP) along with the template is appropriate as the STEM-OP was designed to measure the degree of integrated STEM in K-12 engineering and science classrooms. The STEM-OP includes 10 items in total, but Items 1, 2, 5, and 10 are well suited for creating task-level activities: 1) Relating content to students’ lives, 2) Contextualizing student learning, 5) Integrating STEM content, and 10) STEM career awareness. The four descriptive levels for each item can assist educators in designing activities at various levels of “what the teacher should be doing” and “what the students should be doing” for the engineering concepts, culturally situated context, career connections, and relevant STEM standards connections sections of the Engineering Designed-Based Lesson Plan. The format of the instructional resource is each STEM-OP item at the various levels has a series of prompts to help transform the item into an activity connected to the template. The “how-to” prompts included for each STEM-OP item are displayed on the existing template to assist the educator with seeing the alignment as they design activities for the Engineering Designed-Based Lesson Plan template.

Citation
Format

Robinson, L., & Dare, E. (2022, August), How to Use the STEM-OP Levels to Support the Engineering Designed-Based Lesson Plan Template in The Framework for P-12 Engineering Learning (Resource Exchange) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41108

TY  - CPAPER
AB  - This instructional resource is designed to help K-12 engineering educators create activities for the Engineering Designed-Based Lesson Plan template found in the Framework for P-12 Engineering Learning. The Framework for P-12 Engineering Learning was designed to be aligned with and support A Framework for K–12 Science Education. It follows that pre-college engineering activities should be integrated with science concepts, allowing students to uncover why and how engineering and science concepts tie together. The Engineering Designed-Based Lesson Plan template in the Framework for P-12 Engineering Learning assists teachers in designing these types of lessons. However, the 5E model format of the template lacks guidance in how to create activities of “what the teacher should be doing” and “what the students should be doing” at the task level for the engineering concepts, culturally situated context, career connections, and relevant STEM standards connections sections. The overview style of these components, as presented in the template, is not enough to assist an educator in designing activities to support student learning. Since the template is based on the integrative connections of engineering and science, using the STEM Observation Protocol (STEM-OP) along with the template is appropriate as the STEM-OP was designed to measure the degree of integrated STEM in K-12 engineering and science classrooms. The STEM-OP includes 10 items in total, but Items 1, 2, 5, and 10 are well suited for creating task-level activities: 1) Relating content to students’ lives, 2) Contextualizing student learning, 5) Integrating STEM content, and 10) STEM career awareness. The four descriptive levels for each item can assist educators in designing activities at various levels of “what the teacher should be doing” and “what the students should be doing” for the engineering concepts, culturally situated context, career connections, and relevant STEM standards connections sections of the Engineering Designed-Based Lesson Plan. The format of the instructional resource is each STEM-OP item at the various levels has a series of prompts to help transform the item into an activity connected to the template. The “how-to” prompts included for each STEM-OP item are displayed on the existing template to assist the educator with seeing the alignment as they design activities for the Engineering Designed-Based Lesson Plan template.

AU  - Latanya Robinson
AU  - Emily Dare
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - How to Use the STEM-OP Levels to Support the Engineering Designed-Based Lesson Plan Template in The Framework for P-12 Engineering Learning (Resource Exchange)
UR  - https://peer.asee.org/41108
DO  - 10.18260/1-2--41108
ER  -