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Full-Text Articles in Engineering
Eipeck: Assessing Educators’ Pedagogical Content Knowledge For Engineering Integration In K-12, Pilar Pazos, Francisco Cima Cohuo, Jennifer Kidd, Kristie Gutierrez, Krishnanand Kaipa, Orlando Ayala
Eipeck: Assessing Educators’ Pedagogical Content Knowledge For Engineering Integration In K-12, Pilar Pazos, Francisco Cima Cohuo, Jennifer Kidd, Kristie Gutierrez, Krishnanand Kaipa, Orlando Ayala
Journal of Pre-College Engineering Education Research (J-PEER)
Global efforts are underway to include engineering in pre-college curricula. In the USA, this pursuit led to the inclusion of engineering content in the most recent version of the Next Generation Science Standards that guide K-12 science. As these standards become part of the K-12 curriculum, teachers face the challenge of gaining basic engineering literacy, while developing the associated inclusive pedagogies necessary to integrate engineering content into their classrooms. In this context, teacher preparation programs can benefit from easy-to-implement tools that measure preservice teachers’ readiness to integrate engineering content in their future classrooms. This work describes the development and validation …
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
Journal of Pre-College Engineering Education Research (J-PEER)
The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …
Recognition Of Design Failure By Fourth-Grade Students During An Engineering Design Challenge, Ron K. Skinner, Danielle B. Harlow
Recognition Of Design Failure By Fourth-Grade Students During An Engineering Design Challenge, Ron K. Skinner, Danielle B. Harlow
Journal of Pre-College Engineering Education Research (J-PEER)
The practice of persisting and learning from design failures is essential to engineering design and offers unique ways of knowing and learning for K-12 students. To understand how students engage in the practice of persisting and learning from design failures, we must first understand how, if at all, they recognize that a design failure has occurred. We studied a classroom of fourth-grade students engaged in an engineering design challenge and examined the ways in which design failure occurred and how students recognized, neglected to recognize, or misinterpreted design failure. We found that, in addition to anticipating failure, conducting fair tests, …
Real Work With Real Consequences: Enlisting Community Energy Engineering As An Approach To Envisioning Engineering In Context, Michelle E. Jordan, Steve Zuiker, Wendy Wakefield, Mia Delarosa
Real Work With Real Consequences: Enlisting Community Energy Engineering As An Approach To Envisioning Engineering In Context, Michelle E. Jordan, Steve Zuiker, Wendy Wakefield, Mia Delarosa
Journal of Pre-College Engineering Education Research (J-PEER)
This study describes an illustrative case study from a year-round program that positions middle and high school youth to explore the social value of energy systems in their homes, schools, and neighborhoods. Designed to center existing youth assets, interests and values, Community Energy Engineering (CEE) frames engineering as a tool that students can enlist in order to understand and interrogate their local socio-energy system while also acting to transform it. CEE partners with Title 1 schools in Latino/a neighborhoods in the U.S. southwest. CEE situates youth community-based solar energy innovation projects as consequential, evolving in and with historically contingent engineering …
Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley
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 …
Search And Review Of The Literature On Engineering Design Challenges In Secondary School Settings, Matthew Lammi, Cameron Denson, Paul Asunda
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 …
Teaching Engineering Design Through Wearable Device Design Competition (Evaluation), Elena N. Veety, Jesse S. Sur, Hannah K. Elliott, James E. Lamberth Iii
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, …
Quantifying The Information Habits Of High School Students Engaged In Engineering Design, Nathan Mentzer, Michael J. Fosmire
Quantifying The Information Habits Of High School Students Engaged In Engineering Design, Nathan Mentzer, Michael J. Fosmire
Journal of Pre-College Engineering Education Research (J-PEER)
stract This study measured the information gathering behaviors of high school students who had taken engineering design courses as they solved a design problem. The authors investigated what types of information students accessed, its quality, when it was accessed during the students’ process, and if it impacted their thinking during the activity. Students overwhelmingly relied on internet searching to acquire information, rather than printed materials available to them. The sites they found were generally popular rather than technical, and persuasive (i.e., trying to sell something) rather than informative. The high school students understood the need for information, as they sought …
Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan
Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan
Journal of Pre-College Engineering Education Research (J-PEER)
The present study examines middle school teachers’ beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of …
Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell
Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell
Journal of Pre-College Engineering Education Research (J-PEER)
The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering. The purpose of this descriptive exploratory research study was to characterize the design practices used by preservice elementary teachers during an integrated engineering and literature experience. Using a modification of the Design Activity Coding Scheme (Atman et al., 2007), we …