Figliano, F. J. (2013, June), Teaching for Transfer in Engineering High School Programs: A Study in Progress  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22528

\bibitem{asee_peer_22528}
  Figliano, F. J. (2013, June), \emph{Teaching for Transfer in Engineering High School Programs: A Study in Progress}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22528

Fred J Figliano.  "Teaching for Transfer in Engineering High School Programs: A Study in Progress".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22528 Internet.  29 Jun, 2024

\bibitem{asee_peer_22528}
  Fred J Figliano.
  "Teaching for Transfer in Engineering High School Programs: A Study in Progress".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22528 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_22528
author = "Fred J Figliano"
title = "Teaching for Transfer in Engineering High School Programs: A Study in Progress"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22528}
number = {10.18260/1-2--22528}
}

TY  - CPAPER
AB  -  Teaching for Transfer in Engineering High School Programs: A Study in Progress        This poster outlines a qualitative study in progress with the aim of fostering thetransfer of Science, Technology, Engineering, and Math (STEM) content while workingthrough engineering design problems. Teaching for transfer offers a vehicle to foster thetransfer of STEM content through the abstraction of knowledge in each individualdiscipline. Many theoretical approaches to explaining knowledge transfer are rooted in abelief that knowledge becomes generalizable through its abstraction. This study used acase study design. Student participants in this study are enrolled in engineering coursesand ranged from freshman to seniors. Attention was given to the interaction of students atvarious grade levels. This study also took place in a low-income school district that has a100% minority population. This group of students allowed for a unique lens, whichlooked at underrepresented groups and their experience with engineering design.        Data collection included Audio/Video recordings, field notes, and groupinterviews over the course of several engineering design projects. Student work wasaligned with teaching for transfer lessons to identify whether the instruction was fosteringthe transfer of STEM content. Preliminary findings indicate that when students areovertly made aware of STEM content connections in the initial design projects they aremore likely to transfer STEM content on their own in later design projects. Findings suchas these have broad applications for curriculum development in the future. If teachershave the tools to teach for transfer and train students how to transfer knowledge they willbe better equipped to solve more complex engineering design problems as they get older.
AU  - Fred J Figliano
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Teaching for Transfer in Engineering High School Programs: A Study in Progress
UR  - https://peer.asee.org/22528
DO  - 10.18260/1-2--22528
ER  -