DeJaegher, C. J., & Chiu, J. L. (2014, June), Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20712

\bibitem{asee_peer_20712}
  DeJaegher, C. J., \& Chiu, J. L. (2014, June), \emph{Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20712

Crystal Jean DeJaegher and Jennifer L. Chiu.  "Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20712 Internet.  19 Apr, 2024

\bibitem{asee_peer_20712}
  Crystal Jean DeJaegher and Jennifer L. Chiu.
  "Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20712 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_20712
author = "Crystal Jean DeJaegher and Jennifer L. Chiu"
title = "Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20712}
number = {10.18260/1-2--20712}
}

TY  - CPAPER
AB  -          Investigating Secondary Students’ Engagement with Web-based                       Engineering Design ProcessesThe National Academy of Engineering suggests that K-12 engineering education shouldfocus on the process of engineering design (2010). Similarly, the Next GenerationScience Standards incorporate engineering design processes alongside scientific inquiryin K-12 settings (NGSS Lead States, 2013). Using engineering design as a mediumthrough which to learn related STEM content has shown promise (Daugherty, Reese, &Merrill, 2010), yet it may be difficult for precollege instructors to incorporate into theirpractice because many K-12 teachers and students lack explicit exposure to engineeringdesign. Students who do engage in engineering projects often rely on trial-and-errorapproaches that may or may not connect to deeper conceptual understanding, or focusheavily on building structures without engaging in other design processes (Williams,Peretti, Lee, & Gero, 2012).Modeling engineering design explicitly can help students develop design fundamentals,much like the principles of cognitive apprenticeship or explicit models of inquiry(Collins, Brown, & Holum, 1991; White & Frederiksen, 2005). WISEngineering is anonline learning environment that scaffolds engineering design for precollege studentswith demonstrated learning outcomes (Chiu et al., 2013). Instructional modules withinWISEngineering guide students through hands-on design projects. In addition toproviding students with opportunities to engage with CAD and digital fabricationtechnologies, projects within WISEngineering are structured to correspond with authenticengineering design processes (i.e. iteration, generating multiple solutions, prototyping,etc.) using an informed engineering design pedagogy (Burghardt & Hacker, 2004).This study investigates what kinds of engineering design processes middle schoolstudents engage in with WISEngineering. Although projects in WISEngineering suggesta sequence of steps to complete design projects, students can navigate freely within theenvironment. Using log data from students engaged in a Community Garden designproject, we will investigate how scaffolding informed engineering design can helpstudents become involved in engineering design processes. Classroom observationscombined with the analysis of system log file data to explore the time devoted to variousengineering design processes will help us answer the following research questions:           1.   How can scaffolding engineering design processes through                WISEngineering help middle school students engage in authentic                engineering practices?           2.   What types of patterns in design processes do students exhibit?       Results from this study will inform other precollege engineering educators abouthow to support design projects in authentic classrooms as well as illustrate commondesign patterns for middle school students.                                       ReferencesBurghardt, M. David, & Hacker, M. (2004). Informed design: A contemporary      approach to design pedagogy as the core process in technology. The      Technology Teacher, 64 (1), 6.Bybee, R. W. (2010). K–12 engineering education standards: Opportunities and       barriers. Committee on Standards for K–12 Engineering Education (Ed.),       Standards for K–12 engineering education, 55-66.Chiu, J. L., Hecht, D., Malcolm, P., DeJaegher, C., Pan, E. Bradley, M., &        Burghardt, M. D. (2013). WISEngineering: Supporting Precollege        Engineering Design and Mathematical Understanding. Computers &        Education, 67, 142-155.Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making       thinking visible. American Educator, 6(11), 38-46.Daugherty, J. L., Reese, G. C., & Merrill, C. (2010). Trajectories of mathematics      and technology education pointing to engineering design. Journal of      Technology Studies, 36(1), retrieved from:      http://scholar.lib.vt.edu/ejournals/JOTS/v36/v36n1/daugherty.htmlNGSS Lead States. (2013). Next generation science standards: For states, by     states. Washington, DC: The National Academies Press.National Academy of Engineering (2010). Standards for K-12 Engineering       Education.Washington, D.C.: The National Academies Press.Williams, C., Paretti, M., Lee, Y., & Gero, J. (2012). Exploring the effect of       Design Education on the Design Cognition of Sophomore Engineering       Students. Proceedings of the Annual Conference of the American Society       for Engineering Education, San Antonio, TX.White, B., & Frederiksen, J. (2005). A theoretical framework and approach for       fostering metacognitive development. Educational Psychologist, 40(4),       211-223.
AU  - Crystal Jean DeJaegher
AU  - Jennifer L. Chiu
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Investigating Secondary Students’ Engagement with Web-based Engineering Design Processes
UR  - https://peer.asee.org/20712
DO  - 10.18260/1-2--20712
ER  -