Chavez, A. C., & Jaco, S. M., & Roldan, A., & Ferrer, M., & Sim, J., & Youssef, G. (2014, June), K-12 Pedagogical Tunable Modules  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20726

\bibitem{asee_peer_20726}
  Chavez, A. C., \& Jaco, S. M., \& Roldan, A., \& Ferrer, M., \& Sim, J., \& Youssef, G. (2014, June), \emph{K-12 Pedagogical Tunable Modules}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20726

Andres Cornel Chavez, Stephanie Marie Jaco, Alejandro Roldan, Matthew Ferrer, Joyceanne Sim, and George Youssef.  "K-12 Pedagogical Tunable Modules".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20726 Internet.  25 Apr, 2024

\bibitem{asee_peer_20726}
  Andres Cornel Chavez, Stephanie Marie Jaco, Alejandro Roldan, Matthew Ferrer, Joyceanne Sim, and George Youssef.
  "K-12 Pedagogical Tunable Modules".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20726 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_20726
author = "Andres Cornel Chavez, Stephanie Marie Jaco, Alejandro Roldan, Matthew Ferrer, Joyceanne Sim, and George Youssef"
title = "K-12 Pedagogical Tunable Modules"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20726}
number = {10.18260/1-2--20726}
}

TY  - CPAPER
AB  -                            K-12 Pedagogical Tunable ModulesAbstractK-12 students are rarely engaged in out of the classroom scientific activities. These activitieshowever, tend to emphasize the learning of the fundamental science, i.e. mathematics andphysics, rather than practical and core engineering skills such as design, system integration andtroubleshooting. This is also apparent in current K-12 curricula which lack hands-on engineeringconcepts. The cumulative effect of these approaches to education over a student’s pre-collegeacademic lifetime results in: 1) a shortage in career-ready high school graduates; and 2) a limitednumber of college bound students pursuing STEM education and careers. Moreover, thosegraduates who seek STEM education may have strong analytical skills, but lack the criticalthinking, hands-on and practical skills needed for scientific application, i.e. engineering orexperimentation. This serious problem is further elevated by the sporadic availability of financialsupport to develop and disseminate engineering-based outreach activities. This combined effectseverely hinders the quality and number of domestic scientists and engineers produced by theU.S., thus inhibiting the country’s competitiveness in the global economy’s technology sector. Inorder to address this issue, the concept and a functional prototype of a tunable educationalmodule has been developed. The uniqueness of this approach follows from the module’scapability of modifying a single engineering activity to meet time and student skill-levelrestraints as well as the mentors’ or teachers’ time and effort constraints; i.e. tunability.A module was developed in order to implement and test the concept of tunability. In particular,the module focuses on an electric bell which was chosen due to its simplicity and its broad andfundamental underlying physics and engineering skills. It can be taught on several levels; e.g.basic principles such as polarity (elementary school students) up to using the Biot-Savart law(high school or community college students). The module provides a lesson plan for instructorsor mentors, clearly defined objectives and outcomes, and methods for evaluating its effectiveness(e.g. surveys and worksheets). It consists of a “core” set of topics (e.g. electromagnets, polarityand magnetic fields) and a set of “blocks” (e.g. EM assembly and Ampere’s law) which can beadded to the core to tune the intricacy. These blocks increase the level of detail, and thusdifficulty, of each lesson by incorporating deeper levels of physics, mathematics, andassembly/experimentation (e.g. deriving the flux of a solenoid or taking voltage measurements ofthe battery for field calculations). A functional prototype and complete lesson plan will bepresented as well as statistical analyses of feedback from high school students based on multipleoutreach activities conducted by the research team.
AU  - Andres Cornel Chavez
AU  - Stephanie Marie Jaco
AU  - Alejandro Roldan
AU  - Matthew Ferrer
AU  - Joyceanne Sim
AU  - George Youssef
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - K-12 Pedagogical Tunable Modules
UR  - https://peer.asee.org/20726
DO  - 10.18260/1-2--20726
ER  -