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Science and Mathematics Education Commons™
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- Problem-based learning (3)
- Engineering education (2)
- Middle school (2)
- Professional development (2)
- 2D modeling (1)
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- 3D fabrication (1)
- Anecdote circles (1)
- Design education (1)
- Design-based learning (1)
- Digital fabrication (1)
- Elementary school (1)
- Engineering instruction (1)
- Engineering pedagogical knowledge (1)
- Faculty development (1)
- K-12 education (1)
- Math science partnership (1)
- Mathematics education (1)
- Needs assessment (1)
- Preservice teachers (1)
- Project-based learning (1)
- STEM (1)
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Articles 1 - 5 of 5
Full-Text Articles in Science and Mathematics Education
Enhancing Preservice Teachers’ Intention To Integrate Engineering Through A Cross-Disciplinary Model, Francisco Cima, Pilar Pazos, Jennifer Kidd, Kristie Gutierrez, Stacie Ringleb, Orlando Ayala, Krishnanand Kaipa
Enhancing Preservice Teachers’ Intention To Integrate Engineering Through A Cross-Disciplinary Model, Francisco Cima, Pilar Pazos, Jennifer Kidd, Kristie Gutierrez, Stacie Ringleb, Orlando Ayala, Krishnanand Kaipa
Journal of Pre-College Engineering Education Research (J-PEER)
Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the …
Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard
Taking Professional Development From 2d To 3d: Design-Based Learning, 2d Modeling, And 3d Fabrication For Authentic Standards-Aligned Lesson Plans, Darran R. Cairns, Reagan Curtis, Konstantinos A. Sierros, Johnna J. Bolyard
Interdisciplinary Journal of Problem-Based Learning
There is currently significant interest in 3D fabrication in middle school classrooms. At its best 3D printing can be utilized in authentic design projects that integrate math, science, and technology, which facilitate deep learning by students. In essence, students are able to tinker in a virtual world using 3D design software and then tinker in the real world using printed parts. We describe a professional development activity we designed to enable middle school teachers who had taken part in a three-year Math Science Partnership program to authentically integrate 3D printing into design-based lessons. We include some examples of successful design-based …
Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein
Exploring Problem-Based Learning For Middle School Design And Engineering Education In Digital Fabrication Laboratories, Monica M. Chan, Paulo Blikstein
Interdisciplinary Journal of Problem-Based Learning
This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes—defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects, discussing …
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach
Interdisciplinary Journal of Problem-Based Learning
This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3–14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is …
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Stem High School Teachers’ Views Of Implementing Pbl: An Investigation Using Anecdote Circles, Aimée L. Dechambeau, Susan E. Ramlo
Interdisciplinary Journal of Problem-Based Learning
Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via moderated group discussions, to investigate teachers’ needs related to developing and implementing authentic, interdisciplinary PBL activities in an urban, public STEM high school. Teacher experiences and viewpoints were explored within three broad themes: assessment; coaching and training; and authentic learning. The analyses provide insights for transitioning a school for effective PBL implementation as well …