Engineering Commons^™

Pltw And Epics‐High: Curriculum Comparisons To Support Problem Solving In The Context Of Engineering Design, Todd Kelley, Daniel C. Brenner, John T. Pieper

Reports of Center Studies

A comparative study was conducted to compare two approaches to engineering design curriculum between different schools (inter-school) and between two curricular approaches, Project Lead the Way (PLTW) and Engineering Projects in Community Service (EPIC High) (inter-curricular). The researchers collected curriculum materials, including handouts, lesson plans, guides, presentation files, design descriptions, problem statements, and support guides. The researchers conducted observations in the classrooms to collect qualitative indicators of engineering/technology reasoning, collect data on the nature of students‟ questions, how students define problems, and operate within the constraints of a design problem.

Observational studies were conducted with students participating in Project Lead …

Engineering Design Activity: Understanding How Different Design Activities Influence Students' Motivation In Grades 9-12, Oenardi Lawanto, Gary Stewardson

Reports of Center Studies

The objective of this study was to evaluate grade 9-12 students’ motivation while engaged in two different engineering design projects: marble-sorter and bridge designs. The motivation components measured in this study were focused on students’ intrinsic (IGO) and extrinsic (EGO) goal orientations, task value (TV), self-efficacy for learning and performance (SELP), and control belief (CB). After finishing each project, students were asked to complete an Engineering Design Questionnaire (EDQ) survey instrument. The instrument consisted of 26 items modified from motivational scales of the Motivated Strategies for Learning Questionnaire (MSLQ).Besides the motivational scales, five demographic and two open-ended questions exploring students’ …

Features Of Engineering Design In Technology Education, Paul A. Asunda, Roger Hill

Reports of Center Studies

The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study …