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Full-Text Articles in Engineering
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, …
Design Of A Week-Long Introduction To Engineering Summer Camp To Increase Interest And Eagerness Of Stem In Young Children, Beth Cannon
Honors Theses
For this creative project, a one-week camp curriculum was designed for elementary students (Grades 3-5) to introduce engineering. This work includes a rationale and camp curriculum. The rationale describes the research-based design of the curriculum. It outlines engineering basics and why and how to teach engineering to young students. The curriculum intends to introduce engineering to young children and excite the possibility of a future career. The following engineering disciplines are presented throughout the week of camp: mechanical, environmental, civil, electrical, and chemical. The first day of camp focuses on the basics of engineering. Following that, each day of camp …
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 …
Integrated Stem Through Tumblewing Gliders, Scott R. Bartholomew
Integrated Stem Through Tumblewing Gliders, Scott R. Bartholomew
Faculty Publications
Teachers have the opportunity to use technology and engineering design problems to engage students in integrated STEM education. “Tumblewing” gliders are easy-to-make paper gliders that can challenge, excite, and engage students. As students emphasize the practices of science and engineering while completing a tumblewing design challenge, they will engage in both scientific inquiry and the engineering design process.