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Teaching K-8 Students Engineering Design Process through Zoombinis

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Engineering Education Graduate Research Consortium (EEGRC) Poster Session

Tagged Division

Student

Page Count

2

Permanent URL

https://peer.asee.org/31055

Download Count

26

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Paper Authors

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Anna Newley American College of Education

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Erdogan Kaya University of Nevada, Las Vegas Orcid 16x16 orcid.org/0000-0002-3211-3259

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Kaya is a PhD student in science education at University of Nevada, Las Vegas. He is working as a research assistant and teaching science methods courses. Prior to beginning the PhD program, he received his MS degree in computer science and engineering and holds a BS degree in chemical engineering. He taught K-12 STEM+CS for seven years. Additionally, he coached robotics teams and was awarded several grants that promote Science, Technology, Engineering, and Mathematics (STEM) and Computer Science(CS) education. He is also interested in improving STEM+CS education for minorities. He has been volunteering in many education outreach programs including Science Fair and Robotics programs such as First Robotics competitions. Areas of research interest include engineering education, STEM+CS, and robotics in K-12 education. Kaya advocates his view that research, teaching and learning are best practiced as a unified enterprise that benefits students and society. He has received numerous teaching awards as well as grants for his research from several foundations. Kaya is an active member of AERA, ASEE, ASTE, NARST, NSTA, and CSTA, has presented at over 15 conferences, published in ranked journals (e.g. Journal of College Science Teaching), reviewed conference proposals (e.g ASEE).

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Hasan Deniz University of Nevada Las Vegas

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Hasan Deniz is an Associate Professor of Science Education at University of Nevada Las Vegas. He teaches undergraduate, masters, and doctoral level courses in science education program at University of Nevada Las Vegas. His research agenda includes epistemological beliefs in science and evolution education. He is recently engaged in professional development activities supported by several grants targeting to increase elementary teachers’ knowledge and skills to integrate science, language arts, and engineering education within the context of Next Generation Science Standards.

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Ezgi Yesilyurt University of Nevada, Las Vegas Orcid 16x16 orcid.org/0000-0002-1444-1048

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Ezgi Yesilyurt is a PhD student in curriculum and instruction/science education at University of Nevada, Las Vegas. She is working as a graduate assistant and teaching science methods courses. She received her MS degree and BS degree in elementary science education. She participated European Union Projects in which she conducted series of professional development programs for in-service science teachers. Areas of research interest are engineering education, inquiry learning and evolution education.

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Abstract

interest and attention of educators due to its potential for teaching and learning, or improving the skills of learners in the classroom. The main power of video games lie within continuous formative assessment and instantaneous feedback on skills taught within the game. Education literature emphasizes that video games are more capable of improving learners’ decision-making and problem solving skills than conventional instruction. Additionally, earlier studies highlighted the benefits of video games in conceptual understanding and process and skills in STEM. Authors believe that serious video games should be integrated in K-8 science and engineering classrooms. Based on authors knowledge, there currently is limited evidence of using video games in K-8 engineering education. Integrating video games in K-8 engineering education is a novel way to introduce the concepts of engineering design process in science classrooms. Furthermore, with using video games, teachers can address Next Generation Science Standards (NGSS) disciplinary core ideas, engineering practices, and crosscutting concepts. In this poster, we will present Zoombinis, a video game to engage students in engineering design process. We will investigate to what extent K-8 students’ understanding of engineering design process changes when playing Zoombinis, a puzzle game designed to engage students in problem solving and computational thinking and will report the findings of our Work- In-Progress. Our results may have implications for use of video games, specifically Zoombinis, in K-8 engineering education. Keywords: Video Games, NGSS, Engineering Design Process, Engineering, Problem Solving, Critical Thinking

Newley, A., & Kaya, E., & Deniz, H., & Yesilyurt, E. (2018, June), Teaching K-8 Students Engineering Design Process through Zoombinis Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31055

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