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WISEngineering: Integrating Common Core Math Concepts in an Informal Setting

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Secondary (6-12) Outreach

Tagged Division

K-12 & Pre-College Engineering

Page Count

12

Page Numbers

23.1375.1 - 23.1375.12

Permanent URL

https://peer.asee.org/22760

Download Count

27

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Paper Authors

biography

Crystal Jean DeJaegher University of Virginia

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Crystal J. DeJaegher is a 2nd year Ph.D. student in Instructional Science and Technology at the University of Virginia's Curry School of Education. She has a M.Ed. in Secondary Education in conjunction with five years teaching experience in an urban setting. These experiences have cultivated an interest in best practices for STEM education and classroom technology integration.

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Abstract

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.

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. https://peer.asee.org/22760

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