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Visual Science And Stem Based 6 12 Education

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Innovative K-12 Engineering Programs

Tagged Division

K-12 & Pre-College Engineering

Page Count

11

Page Numbers

13.1389.1 - 13.1389.11

Permanent URL

https://peer.asee.org/3292

Download Count

28

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Paper Authors

biography

Aaron Clark North Carolina State University

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Aaron C. Clark is an Associate Professor of Graphic Communications at North Carolina State University in Raleigh. He received his B.S. and M.S. in Technology and Technology Education from East Tennessee State University. He earned his doctoral degree from North Carolina State University. His teaching specialty is in introductory engineering drawing, with emphasis in 3D modeling and animation. His research areas include graphics education and scientific/technical visualization. He presents and publishes in both vocational/technology education and engineering education. Contact Info: (919)515-1771 aaron_clark@ncsu.edu

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biography

Jeremy Ernst North Carolina State University

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Jeremy V. Ernst is a Visiting Assistant Professor in the Mathematics, Science, and Technology Education Department at North Carolina State University. He received a B.S. in Technology and Human Resource Development from Clemson University, and a M.Ed. in Technology Education from North Carolina State University where he completed his doctoral degree in Technology Education. His research interests are in effective instruction and special education. Contact Info: (919)515-1741 jeremy_ernst@ncsu.edu

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

VISUAL SCIENCE AND STEM-BASED 6-12 EDUCATION Abstract Visual science encompasses an array of content based on cognitive science, optics, computer science, engineering, and various other disciplines connecting the study and development of natural and man-made visual-based systems and their interactions. Engineering processes are major components of technology education curricula, and engineering itself is predicated on mathematical and scientific concepts, principles and skills. The integration of scientific, technological, and mathematical concepts, with the shared and required engineering processes, skills, and visualization abilities, are the focal points of this investigation. Abilities of students to visualize rotated three-dimensional objects are central to understanding and interpreting scientific, technological, and mathematical visual-based information. Six-12 students’ spatial visualization rotation abilities were assessed. This investigation utilized the Purdue Spatial Visualization Test to assess visual aptitudes prior to the onset of instruction and then again after the completion of instruction while implementing a technology education scientific and technical visualization standards-based curriculum. Student participants experienced high degrees of spatial visualization enhancement measured by the Purdue Spatial Visualization assessment. Further Spatial Visualization data analysis uncovered interesting outcomes. Male scores reflected higher initial spatial visualization achievement than females, indicating that they may develop spatial abilities in earlier stages of mental development. Other similar findings are discussed in the study. Study in engineering, mathematics, science, and technology-based content through scientific and technical visualization standards-based curriculum that applies conceptual and physical modeling, presentations, and data-driven visualizations supports the study and development of visual literacy and visual science in 6-12 educational environments. Investigation based on the visual sciences and their roles in education provide considerable measures of support for visual learning allowing for knowledge and skill expansion in science, technology, engineering, and mathematics.

Introduction The use of visual-based systems in modern culture and education is becoming more prevalent, requiring schools to adapt their curricula and instructional practices accordingly. Visual literacy is becoming central to curricular initiatives as society begins to rely heavily on visualization and visual communication strategies 1. Education, aesthetics, communication, ethics, research, and other aspects of learning have placed emphasis on visual science and visual literacy as a response to our increasingly complex, highly visual, and interconnected society 2. Developing instructional materials and methods of instruction that develop visualization abilities, meeting the needs of technology educators, and preparing students for future careers in STEM areas are focal components of new research initiatives. The study of engineering and technology-based content and the application of conceptual modeling, data-driven visualizations, physical modeling, and presentations promote visual literacy. Visual and technical literacy maintain a significant role in successful knowledge and skill development in engineering and technology career paths. Data and information collected from focused investigations is beneficial to pre-engineering education

Clark, A., & Ernst, J. (2008, June), Visual Science And Stem Based 6 12 Education Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3292

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: © 2008 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