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Lessons Learned in Teaching Science using an Integrative Approach that used the Engineering Design Process

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-College: Robotics

Tagged Division

Pre-College Engineering Education Division

Page Count

9

DOI

10.18260/1-2--28623

Permanent URL

https://peer.asee.org/28623

Download Count

167

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Paper Authors

biography

John M. Mativo University of Georgia

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Dr. John Mativo is Associate Professor at the University of Georgia. His research interest lies in two fields. The first is research focusing on best and effective ways to teaching and learning in STEM K-16. He is currently researching on best practices in learning Dynamics, a sophomore engineering core course. The second research focus of Dr. Mativo is energy harvesting in particular the design and use of flexible thermoelectric generators. His investigation is both for the high-tech and low tech applications. In addition to teaching courses such as energy systems, mechanics, mechatronics, and production, he investigates best ways to expand cutting edge technologies to the workforce.

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Roger B. Hill University of Georgia

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Roger B. Hill is a professor in the College of Education at the University of Georgia in the USA, and his research agenda focuses on affective characteristics necessary for success in current and future occupations. He has integrated this line of research with instructional responsibilities related to engineering and technology education and computer information systems.

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Theodore J. Kopcha University of Georgia

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Dr. Kopcha studies the impact of technology on the learning in K-12 settings.

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Jennifer McGregor University of Georgia

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Seungki Shin University of Georgia

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Ikseon Choi University of Georgia Orcid 16x16 orcid.org/0000-0001-8005-1649

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Ikseon "Ike" Choi is an Associate Professor of learning, design, and technology at the University of Georgia, where he teaches learning theories, learning environments design, and program evaluation courses. Since receiving his Ph.D. at Penn State University, he has been leading a series of research and development projects for case-based, problem-based learning and real-world problem solving in higher education, and the integration of STEM in K-12 classrooms through robotics education. Through his multidisciplinary collaborations with leading scholars in the areas of engineering, computer science, agricultural science, human medicine, veterinary medicine, pharmacy, teacher education, and integrative STEM, he has been investigating effective ways of promoting and evaluating the development of learners’ real-world problem solving abilities.

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Abstract

Fifth grade students in a school district in the southeastern United States used robots in their study of mathematics and science. The study required students to find an optimal path to a volcano and other locations of interest on a grid. The integrative approach offered a unique opportunity to use the engineering design process to solve problems. Learning activities led students to define and understand the problem at hand, research ways to access selected locations on the grid, develop a list of requirements and constraints, converge to an optimal path, and share results. Students worked in teams to find solutions to the problems presented. The activities allowed students to build, program, and actuate robots using them as vehicles to access locations of interest, retrieve information, and return to their headquarters in a given time frame. Results demonstrated increased student engagement in learning mathematics and science and a positive impact on learning climate. The paper will present a mixed methods research approach that includes interviews with students and teachers and analysis of data based on students’ solutions.

Mativo, J. M., & Hill, R. B., & Kopcha, T. J., & McGregor, J., & Shin, S., & Choi, I. (2017, June), Lessons Learned in Teaching Science using an Integrative Approach that used the Engineering Design Process Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28623

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015