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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, …
Observing Empathy In Informal Engineering Activities With Girls Ages 7–14, Susan M. Letourneau, Dorothy T. Bennett, Changchia Liu, Yessenia Argudo, Kylie Peppler, Anna Keune, Maggie Dahn, Katherine Mcmillan Culp
Observing Empathy In Informal Engineering Activities With Girls Ages 7–14, Susan M. Letourneau, Dorothy T. Bennett, Changchia Liu, Yessenia Argudo, Kylie Peppler, Anna Keune, Maggie Dahn, Katherine Mcmillan Culp
Journal of Pre-College Engineering Education Research (J-PEER)
Empathy is a critical part of the engineering design process. It allows engineers to more deeply understand their clients’ perspectives and design solutions that meet the needs of diverse stakeholders. Studies also show that reframing engineering education to prioritize empathy for others can counteract stereotypes of engineering as impersonal and invite a wider range of identities into the field. This approach can help to address persistent gender disparities in engineering, which reflect a need for engineering education to increase its efforts to include girls’ perspectives. Informal learning environments have developed strategies for framing engineering problems in human-centered ways, but more …
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 …
Reading And Engineering: Elementary Students’ Co-Application Of Comprehension Strategies And Engineering Design Processes, Amy Wilson-Lopez, Stacie Gregory, Victor Larsen
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 read …
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 …
High School Student Information Access And Engineering Design Performance, Nathan Mentzer
High School Student Information Access And Engineering Design Performance, Nathan Mentzer
Journal of Pre-College Engineering Education Research (J-PEER)
Developing solutions to engineering design problems requires access to information. Research has shown that appropriately accessing and using information in the design process improves solution quality. This quasi-experimental study provides two groups of high school students with a design problem in a three hour design experience. One group has access to the internet while the other does not. Quality of design solution was measured and the two groups were compared. Solution quality did not change significantly. Student information requests were categorized and the most commonly requested piece of information related to cost of materials. Students spent substantially more time in …