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Journal of Pre-College Engineering Education Research (J-PEER)

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Full-Text Articles in Engineering

Do After-School Robotics Programs Expand The Pipeline Into Stem Majors In College?, Cathy Burack, Alan Melchior, Matthew Hoover Oct 2019

Do After-School Robotics Programs Expand The Pipeline Into Stem Majors In College?, Cathy Burack, Alan Melchior, Matthew Hoover

Journal of Pre-College Engineering Education Research (J-PEER)

One result of the growing concerns over the numbers of young people moving into science, technology, engineering and mathematics (STEM)-related careers has been the expansion of formal and informal STEM education programming for pre-college youth, from elementary school through high school. While the number of programs has grown rapidly, there is little research on their long-term impacts on participant education and career trajectories. This paper presents interim findings from a multi-year longitudinal study of three national after-school robotics programs that engage students in designing, building, and competing complex robots with the goal of inspiring long-term interest in STEM. Focusing ...


Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks Oct 2019

Argument-Driven Engineering In Middle School Science: An Exploratory Study Of Changes In Engineering Identity Over An Academic Year, Lawrence Chu, Victor Sampson, Todd L. Hutner, Stephanie Rivale, Richard H. Crawford, Christina L. Baze, Hannah S. Brooks

Journal of Pre-College Engineering Education Research (J-PEER)

The goal of this study was to examine how the use of a new instructional model is related to changes in middle school students’ engineering identity. The intent of this instructional model, which is called argument-driven engineering (ADE), is to give students opportunities to design and critique solutions to meaningful problems using the core ideas and practices of science and engineering. The model also reflects current recommendations found in the literature for supporting the development or maintenance of engineering identity. This study took place in the context of an eighth-grade science classroom in order to explore how middle school students ...


The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving Sep 2019

The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving

Journal of Pre-College Engineering Education Research (J-PEER)

Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes ...


Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley Sep 2019

Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley

Journal of Pre-College Engineering Education Research (J-PEER)

This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis entailed open coding and document analysis. The findings indicated that there were four types of perceived risks: practical, pedagogical, conceptual, and personal. First-generation teachers exhibited conceptual risk-taking behavior, while second- and third-generation teachers reported practical, pedagogical, and personal risks. Benefits of risk-taking included increased student engagement in science, improved self-confidence in teaching science, and greater teacher ...


Effect Of Project Lead The Way Participation On Retention In Engineering Degree Programs, Juliana Utley, Toni Ivey, John Weaver, Mary Jo Self Jul 2019

Effect Of Project Lead The Way Participation On Retention In Engineering Degree Programs, Juliana Utley, Toni Ivey, John Weaver, Mary Jo Self

Journal of Pre-College Engineering Education Research (J-PEER)

A key goal of pre-college engineering programs is to increase the number and retention of students pursuing engineering degrees. The researchers conducted a transcript analysis in order to compare the retention of entering engineering majors at a university based on whether or not they participated in Project Lead the Way (PLTW) in high school. PLTW Engineering is a high school pre-engineering curriculum that offers a series of courses to increase student awareness and scaffold an understanding of engineering design. The findings from this study offer little support regarding the impact of students’ PLTW participation on engineering degree completion. However, findings ...


A Systematic Review Of Studies On Educational Robotics, Saira Anwar, Nicholas Alexander Bascou, Muhsin Menekse, Asefeh Kardgar Jul 2019

A Systematic Review Of Studies On Educational Robotics, Saira Anwar, Nicholas Alexander Bascou, Muhsin Menekse, Asefeh Kardgar

Journal of Pre-College Engineering Education Research (J-PEER)

There has been a steady increase in the number of studies investigating educational robotics and its impact on academic and social skills of young learners. Educational robots are used both in and out of school environments to enhance K–12 students’ interest, engagement, and academic achievement in various fields of STEM education. Some prior studies show evidence for the general benefits of educational robotics as being effective in providing impactful learning experiences. However, there appears to be a need to determine the specific benefits which have been achieved through robotics implementation in K–12 formal and informal learning settings. In ...


Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson Mar 2019

Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson

Journal of Pre-College Engineering Education Research (J-PEER)

To effectively incorporate engineering into their instruction, K–12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers’ engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers’ knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and ...


Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh Jan 2019

Disciplinary Learning From An Authentic Engineering Context, Catherine Langman, Judith Zawojewski, Patricia Mcnicholas, Ali Cinar, Eric Brey, Mustafa Bilgic, Hamidreza Mehdizadeh

Journal of Pre-College Engineering Education Research (J-PEER)

This small-scale design study describes disciplinary learning in mathematical modeling and science from an authentic engineeringthemed module. Current research in tissue engineering served as source material for the module, including science content for readings and a mathematical modeling activity in which students work in small teams to design a model in response to a problem from a client. The design of the module was guided by well-established principles of model-eliciting activities (a special class of problem-solving activities deeply studied in mathematics education) and recently published implementation design principles, which emphasize the portability of model-eliciting activities to many classroom settings.

Two ...


Implementing Ngss Engineering Disciplinary Core Ideas In Middle School Science Classrooms: Results From The Field, Jessica Gale, Jayma Koval, Mike Ryan, Marion Usselman, Stefanie Wind Nov 2018

Implementing Ngss Engineering Disciplinary Core Ideas In Middle School Science Classrooms: Results From The Field, Jessica Gale, Jayma Koval, Mike Ryan, Marion Usselman, Stefanie Wind

Journal of Pre-College Engineering Education Research (J-PEER)

With the inclusion of engineering disciplinary core ideas (DCIs), the Next Generation Science Standards (NGSS) position engineering as a new priority in K–12 science classrooms. This paper reports findings from the implementation of SLIDER, a problem-based learning 8th grade physical science curriculum that integrates engineering and physical science core ideas. As a culminating engineering design challenge, the SLIDER curriculum asks students to apply their understanding of energy, motion, and forces to design an automatic braking system for a robotic truck. The paper describes the curriculum and synthesizes findings from an array of data sources including student design interviews, written ...


Search And Review Of The Literature On Engineering Design Challenges In Secondary School Settings, Matthew Lammi, Cameron Denson, Paul Asunda Nov 2018

Search And Review Of The Literature On Engineering Design Challenges In Secondary School Settings, Matthew Lammi, Cameron Denson, Paul Asunda

Journal of Pre-College Engineering Education Research (J-PEER)

Engineering design activities offer the promise of enhanced learning and teaching in pre-college science, technology, engineering, and mathematics (STEM) settings. The wide variation and lack of coherence in research and practice concerning pre-college engineering design challenges necessitates an investigation of the literature. The overarching research question guiding this search and review of literature was, ‘‘How are engineering design challenges conceptualized in pre-college environments?’’ A search and review coupled with iterative thematic analysis was employed to understand and conceptualize the current body of literature on pre-college engineering design challenges. It is anticipated that this review will provide a general picture of ...


Stem Roles: How Students’ Ontological Perspectives Facilitate Stem Identities, Dina Verdín, Allison Godwin, Monique Ross Nov 2018

Stem Roles: How Students’ Ontological Perspectives Facilitate Stem Identities, Dina Verdín, Allison Godwin, Monique Ross

Journal of Pre-College Engineering Education Research (J-PEER)

Educational researchers have explored the importance of performance, recognition, and interest in establishing and maintaining a STEM identity. Research has also demonstrated that the ways students describe themselves and how they participate in STEM communities can provide insight into their role identity salience; however, there has been little work to explore the ontological beliefs of students about STEM people and how this influences their ability to see themselves as possessing a STEM identity. This research explores the ontological beliefs of high school students, with specific attention to the ways in which they describe what constitutes a math person, science person ...


Modification And Assessment Of A Residential Summer Program For High School Women, Aimee Cloutier, Guo Zheng Yew, Siddhartha Gupta, Kalpani Dissanayake, Paula Monaco, Susan Mengel, Audra Morse Jul 2018

Modification And Assessment Of A Residential Summer Program For High School Women, Aimee Cloutier, Guo Zheng Yew, Siddhartha Gupta, Kalpani Dissanayake, Paula Monaco, Susan Mengel, Audra Morse

Journal of Pre-College Engineering Education Research (J-PEER)

The importance of reducing the gender gap in engineering programs by recruiting and retaining female students is well recognized. Although women hold roughly half of all jobs in the United States, only 24% of STEM jobs are occupied by women. The problem is even more pronounced for engineering, where women held about 12% of jobs as of 2013 (Corbett & Hill, 2015). Consequently, interactive, hands-on outreach programs are a common tool used by universities to encourage interest in engineering from K–12 students. Engineering—Get Into Real Learning (E-GIRL) is a week-long, residential summer program offered by Texas Tech University for female high school students. The primary goal of the program is to help participants make informed decisions about engineering majors and careers. To this aim, the purposes of the program are: (1) to offer a platform for female high school students to learn about the various disciplines of engineering offered at Texas Tech University and other universities; (2) to provide a realistic university experience, including coursework, social, and professional development opportunities; and (3) to provide hands-on exposure to a real-world engineering problem. E-GIRL ran for the second time in the summer of 2016, based on the favorable support ...


Teaching Engineering Design Through Wearable Device Design Competition (Evaluation), Elena N. Veety, Jesse S. Sur, Hannah K. Elliott, James E. Lamberth Iii Jun 2018

Teaching Engineering Design Through Wearable Device Design Competition (Evaluation), Elena N. Veety, Jesse S. Sur, Hannah K. Elliott, James E. Lamberth Iii

Journal of Pre-College Engineering Education Research (J-PEER)

The Wearable Device Challenge was developed at the Nanosystems Engineering Research Center for Advanced Self-Powered Systems of Integrated Sensors and Technologies (ASSIST). The Challenge is rooted in the research and innovation ecosystem of the Center and its vision: to have a transformational impact on the way doctors and patients manage wellness through wearable, self-powered health and environmental monitoring systems. At its core, the program teaches middle and high school teachers and students how to apply the engineering design process to solve real-world problems through a project-based approach. The program impacts several hundred students in North Carolina annually through real-world, relevant ...


Ascertaining The Impact Of P–12 Engineering Education Initiatives: Student Impact Through Teacher Impact, Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson May 2018

Ascertaining The Impact Of P–12 Engineering Education Initiatives: Student Impact Through Teacher Impact, Marissa H. Forbes, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P–12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K–12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library ...


How To Shape Attitudes Toward Stem Careers: The Search For The Most Impactful Extracurricular Clubs, Fethiye Ozis, Ali Osman Pektas, Mustafa Akca, Daniel’Le April Devoss May 2018

How To Shape Attitudes Toward Stem Careers: The Search For The Most Impactful Extracurricular Clubs, Fethiye Ozis, Ali Osman Pektas, Mustafa Akca, Daniel’Le April Devoss

Journal of Pre-College Engineering Education Research (J-PEER)

It is well known that strong extracurricular STEM programs provide multiple arenas for students to expand on classroom curriculum, complementing STEM skills with creative thinking and open-ended problem solving. It has been shown that there is a relationship between the number of STEM clubs students participated in and their choice of STEM major (Sahin, 2013). Considering financial problems, including budget cuts, it gets really challenging for schools to provide a plethora of clubs. For this reason, it would be very beneficial for K–12 schools to know if certain clubs are more effective in changing attitudes toward STEM majors, and ...


‘‘Lend A Hand’’ Project Helps Students: Improved Spatial Visualization Skills Through Engaging In Hands-On 3-D Printed Prosthetics Project During A 9th Grade Engineering Course, Shaunna Smith, Kimberly Talley May 2018

‘‘Lend A Hand’’ Project Helps Students: Improved Spatial Visualization Skills Through Engaging In Hands-On 3-D Printed Prosthetics Project During A 9th Grade Engineering Course, Shaunna Smith, Kimberly Talley

Journal of Pre-College Engineering Education Research (J-PEER)

Research shows that high spatial ability is linked to success and persistence in STEM. Empirical investigations often report a gender gap in favor of male students. The purpose of this research study was to assess changes to 9th grade engineering students’ spatial visualization skills through engagement in a nine-week collaborative 3-D printed prosthetics project embedded within their existing ‘‘Beginning Concepts of Engineering’’ course curriculum. Using concurrent mixed methods, this study examined pre-/post-test scores on the Revised Purdue Spatial Visualization Test: Rotations (Revised PSVT:R) in connection with gender, course grades, and level of involvement in the project. Both male ...


Choosing Stem College Majors: Exploring The Role Of Pre-College Engineering Courses, L. Allen Phelps, Eric M. Camburn, Sookweon Min Feb 2018

Choosing Stem College Majors: Exploring The Role Of Pre-College Engineering Courses, L. Allen Phelps, Eric M. Camburn, Sookweon Min

Journal of Pre-College Engineering Education Research (J-PEER)

Despite the recent policy proclamations urging state and local educators to implement integrated science, technology, engineering, and mathematics (STEM) curricula, relatively little is known about the role and impact of pre-college engineering courses within these initiatives. When combined with appropriate mathematics and science courses, high school engineering and engineering technology (E&ET) courses may have the potential to provide students with pre-college learning experiences that encourage them to pursue STEM college majors. Our central research question was: What is the nature and extent of any relationship between high school E&ET course completion and subsequent selection of a STEM major ...


Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg Dec 2017

Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg

Journal of Pre-College Engineering Education Research (J-PEER)

Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides domain-specific illustrations of mechanistic reasoning. The data in this study comes from the Assessment of Mechanistic Reasoning Project (AMRP) (Weinberg, 2012), designed using item response theory modeling to diagnose individuals’ mechanistic reasoning about systems of levers. Such a characterization of mechanistic reasoning illuminates what is easy and difficult about this form of reasoning, within the subdomain of ...


Latinx And Caucasian Elementary School Children’S Knowledge Of And Interest In Engineering Activities, Gamze Ozogul, Cindy Faith Miller, Martin Reisslein Oct 2017

Latinx And Caucasian Elementary School Children’S Knowledge Of And Interest In Engineering Activities, Gamze Ozogul, Cindy Faith Miller, Martin Reisslein

Journal of Pre-College Engineering Education Research (J-PEER)

Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities ...


Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore Sep 2017

Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore

Journal of Pre-College Engineering Education Research (J-PEER)

This study examined different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units. These various approaches were correlated with student outcomes on engineering assessment items. There are numerous reform documents in the USA and around the world that emphasize the need to incorporate engineering into science education. The authors of this study contend that different approaches to integrating engineering in STEM units correlate to larger student achievement gains in engineering, based on assessment items developed from the Framework for Quality K–12 Engineering Education (Moore, Glancy, Tank, Kersten, & Smith, 2014). The goal of this work ...


Mathematical Description And Mechanistic Reasoning: A Pathway Toward Stem Integration, Paul J. Weinberg Jul 2017

Mathematical Description And Mechanistic Reasoning: A Pathway Toward Stem Integration, Paul J. Weinberg

Journal of Pre-College Engineering Education Research (J-PEER)

Because reasoning about mechanism is critical to disciplined inquiry in science, technology, engineering, and mathematics (STEM) domains, this study focuses on ways to support the development of this form of reasoning. This study attends to how mechanistic reasoning is constituted through mathematical description. This study draws upon Smith’s (2007) characterization of mathematical description of scientific phenomena as ‘‘bootstrapping,’’ where negotiating the relationship between target phenomena and represented relations is fundamental to learning. In addition, the development of mathematical representation presents a viable pathway towards STEM integration. In this study, participants responded to an assessment of mechanistic reasoning while cognitive ...


Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore Jun 2017

Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore

Journal of Pre-College Engineering Education Research (J-PEER)

One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated argumentation into engineering design-based STEM (science, technology, engineering, and mathematics) integration curricular units they developed during a professional development program. To gain a better understanding of how teachers included argumentation in their curricula, a multiple case study approach was conducted using four STEM integration units. While evidence of argumentation ...


Students’ Successes And Challenges Applying Data Analysis And Measurement Skills In A Fifth-Grade Integrated Stem Unit, Aran W. Glancy, Tamara J. Moore, Selcen Guzey, Karl A. Smith Jun 2017

Students’ Successes And Challenges Applying Data Analysis And Measurement Skills In A Fifth-Grade Integrated Stem Unit, Aran W. Glancy, Tamara J. Moore, Selcen Guzey, Karl A. Smith

Journal of Pre-College Engineering Education Research (J-PEER)

An understanding of statistics and skills in data analysis are becoming more and more essential, yet research consistently shows that students struggle with these concepts at all levels. This case study documents some of the struggles four groups of fifth-grade students encounter as they collect, organize, and interpret data and then ultimately attempt to draw conclusions or make decisions based on these data. The activities in which the students engaged were part of an integrated science, technology, engineering, and mathematics (STEM) unit that had students collecting and analyzing data both in the context of learning science concepts and in the ...


Perspectives On Failure In The Classroom By Elementary Teachers New To Teaching Engineering, Pamela S. Lottero-Perdue, Elizabeth A. Parry Jun 2017

Perspectives On Failure In The Classroom By Elementary Teachers New To Teaching Engineering, Pamela S. Lottero-Perdue, Elizabeth A. Parry

Journal of Pre-College Engineering Education Research (J-PEER)

This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The study first examines the literature about failure in the contexts of engineering and education. Failure is positioned as largely normative and expected in engineering, whereas in education, learning and failure have a more tenuous relationship. Identity, failure avoidance, failure as part of the learning process, growth ...


Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson Jun 2017

Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson

Journal of Pre-College Engineering Education Research (J-PEER)

Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn ...


Examining Experienced Teachers’ Noticing Of And Responses To Students’ Engineering, Aaron W. Johnson, Kristen B. Wendell, Jessica Watkins Jun 2017

Examining Experienced Teachers’ Noticing Of And Responses To Students’ Engineering, Aaron W. Johnson, Kristen B. Wendell, Jessica Watkins

Journal of Pre-College Engineering Education Research (J-PEER)

Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students’ thinking and flexibly adapt their instructional plans and objectives. A great deal of literature has focused on responsive teaching in science and mathematics, but there has been little research or professional development on this approach in engineering. In this work, we conducted clinical video-based interviews with six elementary teachers experienced in teaching engineering to discuss what they noticed in their students’ thinking and how ...


Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry Jun 2017

Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry

Journal of Pre-College Engineering Education Research (J-PEER)

This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students’ responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers’ broad perspectives and messages to students about failure. In addition, the study explores how strategies, perspectives, messages, and fail word use may change after two years of engineering instruction. This study builds on previous work about elementary teachers’: perspectives on failure prior to teaching engineering, and responses to and ...


Reasoning Strategies In The Context Of Engineering Design With Everyday Materials, Marcelo Worsley, Paulo Blikstein Mar 2017

Reasoning Strategies In The Context Of Engineering Design With Everyday Materials, Marcelo Worsley, Paulo Blikstein

Journal of Pre-College Engineering Education Research (J-PEER)

‘‘Making’’ represents an increasingly popular label for describing a form of engineering design. While making is growing in popularity, there are still open questions about the strategies that students are using in these activities. Assessing and improving learning in making/ engineering design contexts require that we have a better understanding of where students’ ideas are coming from and a better way to characterize student progress in open-ended learning environments. In this article, we use a qualitative analysis of students’ responses (N = 13) in order to identify the origins of their ideas. Four strategies emerged from this analysis: unexplained reasoning; materials-based ...


Reading And Engineering: Elementary Students’ Co-Application Of Comprehension Strategies And Engineering Design Processes, Amy Wilson-Lopez, Stacie Gregory, Victor Larsen Jan 2017

Reading And Engineering: Elementary Students’ Co-Application Of Comprehension Strategies And Engineering Design Processes, Amy Wilson-Lopez, Stacie Gregory, Victor Larsen

Journal of Pre-College Engineering Education Research (J-PEER)

For decades, researchers have asserted that K–12 teachers should embed reading comprehension instruction within each academic discipline, including ‘‘technical subjects’’ such as engineering. Recently, this assertion has become a source of controversy among researchers and practitioners who believe that time spent on teaching reading comprehension strategies may detract from time spent on more authentic activities such as engineering design. The purpose of this exploratory study was to investigate whether and how elementary students’ applications of comprehension strategies overlapped with their application of engineering design processes. The authors provided comprehension strategy instruction to 57 third- and fifth-grade students as they ...


Disciplinary Differences In Out-Of-School High School Science Experiences And Influence On Students’ Engineering Choices, Allison Godwin, Gerhard Sonnert, Philip M. Sadler Jan 2017

Disciplinary Differences In Out-Of-School High School Science Experiences And Influence On Students’ Engineering Choices, Allison Godwin, Gerhard Sonnert, Philip M. Sadler

Journal of Pre-College Engineering Education Research (J-PEER)

Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students’ out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not ...