DeJaegher, C. J. (2013, June), WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22760

\bibitem{asee_peer_22760}
  DeJaegher, C. J. (2013, June), \emph{WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22760

Crystal Jean DeJaegher.  "WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22760 Internet.  22 Dec, 2024

\bibitem{asee_peer_22760}
  Crystal Jean DeJaegher.
  "WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22760 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_22760
author = "Crystal Jean DeJaegher"
title = "WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22760}
number = {10.18260/1-2--22760}
}

TY  - CPAPER
AB  -        WISEngineering:    Integrating  Common  Core  Math  Concepts  in  an                                      Informal  Setting                                                                 WISEngineering is a free, online learning environment that guides studentsthrough engineering design projects that are geared toward improving student learning inmiddle/high school science, technology, engineering, and mathematics (STEM) subjectareas. WISEngineering combines an informed engineering design pedagogy (Burghardt,2004) with the knowledge-integration learning framework (Linn & Eylon, 2006).WISEngineering builds from the Web-based Inquiry Science Environment at theUniversity of California, Berkeley (WISE; Slotta & Linn, 2009).            Instructional modules within WISEngineering scaffold engineering design whileguiding students through hands-on design projects. These projects focus on anengineering design pedagogy that provides students with an opportunity to engage withCAD technologies and digital fabrication to create, build, and refine their designs.WISEngineering’s projects immerse students in engineering habits of mind such assystems thinking, creativity, optimism, and collaboration, in conjunction with standards-based mathematics and science concepts.            The Community Building Challenge (CBC) project is a two-week longWISEngineering instructional module that asks students to design and construct a modelfor a new community center while facilitating instruction of Common Core MathConcepts (i.e. expressions and equations; ratios and proportions). CBC was pilotedduring the 2011-2012 school year in low-socioeconomic status, high needs 7th gradeclassrooms in a school district located on the east coast. The results from our pilot studyrevealed that students learned and applied their understanding of these Common CoreMath Concepts to create and prototype solutions to address the design challenge.Analysis of embedded assessments revealed that students used supports withinWISEngineering to make connections between mathematical and engineering ideas.       As a follow up to the pilot study, we chose to investigate whether a differentstudent population in a more informal educational setting would differ in the use of thesupports provided within WISEngineering. This presentation focuses on the analysis andresults of a two-week long Community Building Challenge implementation in an informaleducational seminar setting which involved 7th/8th grade gifted participants (N=45) inJune-July 2012. The presentation will include statistical analysis of pre/posttest measuresalong with embedded assessments examined through the knowledge-integrationframework. This study has been designed to answer the following questions, and theanswers will be compared to the formal pilot implementation of the Community BuildingChallenge:       1. Can scaffolding engineering design and knowledge integration in             WISEngineering result in increased understanding of common core             mathematics concepts in an informal educational setting?       2. How can scaffolding knowledge integration help students make connections             among STEM ideas in an informal educational setting?                                     ReferencesBurghardt, M. David, & Hacker, M. (2004). Informed design: A comntemporary       approach to design pedagogy as the core process in technology. The Technology       Teacher. 64 (1).Linn, M.C., & Eylon, B. –S. (2006). Science education. In P.A. Alexander & P.H.       Winne (Eds.) Handbook of Educational Psychology, 2nd edtion. Mahwah, NJ:       Erlbaum.Slotta, J. & Linn, M.C. (2009). WISE science: Web-based inquiry in the classroom.       New York: Teachers College Press.
AU  - Crystal Jean DeJaegher
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - WISEngineering:  Integrating Common Core Math Concepts in an Informal Setting
UR  - https://peer.asee.org/22760
DO  - 10.18260/1-2--22760
ER  -