Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Engineering (2)
- Engineering education (2)
- Informal education (2)
- Middle school (2)
- STEM education (2)
-
- 3D-printing (1)
- Black youth (1)
- Cognitive actions (1)
- Collaboration (1)
- Community cultural wealth (1)
- Computational thinking (1)
- Computer self-efficacy (1)
- Design-based learning (1)
- Diversity and equity (1)
- Early childhood (1)
- Educational robotics (1)
- Educational robots (1)
- Equity (1)
- Families (1)
- Family learning (1)
- Gender (1)
- Head Start (1)
- Identity (1)
- Ideologies (1)
- Interactive learning modules (1)
- Interest development (1)
- K–12 education (1)
- Makerspaces (1)
- Making (1)
- Mathematical description (1)
Articles 1 - 9 of 9
Full-Text Articles in Social and Behavioral Sciences
Print3d, A Service-Learning Project For Improving Visually Impaired Accessibility Through Educational 3d Printing, Oscar R. Lozano
Print3d, A Service-Learning Project For Improving Visually Impaired Accessibility Through Educational 3d Printing, Oscar R. Lozano
Journal of Pre-College Engineering Education Research (J-PEER)
Well-executed service-learning projects are a high-value educational element. However, these projects commonly focus on overused topics and unbalanced executions which can produce the opposite effect to that desired when working with groups of people with functional diversity. PRINT3D is a service-learning project aimed at improving accessibility for people with visual disabilities while helping primary and secondary school students learn basic engineering skills through 3D design and printing. Under the support of the European Erasmus+ Programme, this project brought together nongovernmental organizations, teacher professional development centers, business enterprises, and educational centers to collaborate for two school years. The project activities aimed …
A Narrative Investigation Of Black Familial Capital That Supports Engineering Engagement Of Middle-School-Aged Youth, Delean Tolbert Smith, Tamecia Jones, Monica E. Cardella
A Narrative Investigation Of Black Familial Capital That Supports Engineering Engagement Of Middle-School-Aged Youth, Delean Tolbert Smith, Tamecia Jones, Monica E. Cardella
Journal of Pre-College Engineering Education Research (J-PEER)
A major concern in engineering education involves ensuring that youth belonging to minoritized groups have equitable access to engineering career pathways. Related research often highlights the effect of student and school characteristics on engineering success but few studies have investigated the engineering-related assets that Black families provide. This work aims to provide counterstories that highlight the presence of Black families along the pre-college engineering pathways of three Black youth from the Midwest region of the United States. The application of a counternarrative approach centers the familial capital of Black families and serves as the analytical frame for this work. The …
More Than Mechanisms: Shifting Ideologies For Asset-Based Learning In Engineering Education, Brian E. Gravel, Eli Tucker-Raymond, Aditi Wagh, Susan Klimczak, Naeem Wilson
More Than Mechanisms: Shifting Ideologies For Asset-Based Learning In Engineering Education, Brian E. Gravel, Eli Tucker-Raymond, Aditi Wagh, Susan Klimczak, Naeem Wilson
Journal of Pre-College Engineering Education Research (J-PEER)
Learning spaces, the practices in which people engage, and the representations they use are ideological. Ideologies are coherent constellations of values, beliefs, and practices that impose order on how disciplines like engineering operate. Historically, engineering spaces have been dominated by a relatively technocratic, rationalistic, and exclusionary ideology, but more recent attention to asset-based approaches to engineering education offers transformative promise. Asset-based ideologies can reshape images of legitimized engineering practice, recasting engineering education to disrupt dominant exclusionary ideologies. This paper describes an assets-based learning space, SETC, that recaptures the imagination of engineering for technological and social change. Drawing from extensive ethnographic …
Making Makers: Tracing Stem Identity In Rural Communities, Jessie Nixon, Andy Stoiber, Erica Halverson, Michael Dando
Making Makers: Tracing Stem Identity In Rural Communities, Jessie Nixon, Andy Stoiber, Erica Halverson, Michael Dando
Journal of Pre-College Engineering Education Research (J-PEER)
In this article, we describe efforts to reduce barriers of entry to pre-college engineering in a rural community by training local teens to become maker-mentors and staff a mobile makerspace in their community. We bring a communities of practice frame to our inquiry, focusing on inbound and peripheral learning and identity trajectories as a mechanism for representing the maker-mentor experience. Through a longitudinal case study, we traced the individual trajectories of five maker-mentors over two years. We found a collection of interrelated factors present in those students who maintained inbound trajectories and those who remained on the periphery. Our research …
Understanding Early Childhood Engineering Interest Development As A Family-Level Systems Phenomenon: Findings From The Head Start On Engineering Project, Scott Pattison, Gina Svarovsky, Smirla Ramos-MontañEz, Ivel Gontan, Shannon Weiss, VeróNika NúÑEz, Pam Corrie, Cynthia Smith, Marcie Benne
Understanding Early Childhood Engineering Interest Development As A Family-Level Systems Phenomenon: Findings From The Head Start On Engineering Project, Scott Pattison, Gina Svarovsky, Smirla Ramos-MontañEz, Ivel Gontan, Shannon Weiss, VeróNika NúÑEz, Pam Corrie, Cynthia Smith, Marcie Benne
Journal of Pre-College Engineering Education Research (J-PEER)
There is growing recognition that interest is critical for engaging and supporting learners from diverse communities in engineering and other science, technology, engineering, and mathematics (STEM) topics. Although interest research has historically focused on older children, studies demonstrate that preschool-age and younger children also develop persistent, individualized interests in different objects, activities, and topics and that these early interests have important implications for ongoing learning and development. Unfortunately, there is relatively little research on engineering learning in early childhood and almost no work specific to the concept of interest. To begin to address this need, we conducted in-depth case study …
A Systematic Review Of Studies On Educational Robotics, Saira Anwar, Nicholas Alexander Bascou, Muhsin Menekse, Asefeh Kardgar
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 this study, …
Mathematical Description And Mechanistic Reasoning: A Pathway Toward Stem Integration, Paul J. Weinberg
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 interviews …
‘‘Can I Drop It This Time?’’ Gender And Collaborative Group Dynamics In An Engineering Design-Based Afterschool Program, Jessica Schnittka, Christine Schnittka
‘‘Can I Drop It This Time?’’ Gender And Collaborative Group Dynamics In An Engineering Design-Based Afterschool Program, Jessica Schnittka, Christine Schnittka
Journal of Pre-College Engineering Education Research (J-PEER)
The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering curriculum more engaging, informative, and welcoming to girls. Specifically, project-based and design-based learning pedagogies promise to make engineering interesting and accessible for girls while enculturating them into the world of engineering and scientific inquiry. Outcomes for girls learning in these contexts have been mixed. The purpose of this study was to explore how …
High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve
High And Low Computer Self-Efficacy Groups And Their Learning Behavior From Self-Regulated Learning Perspective While Engaged In Interactive Learning Modules, Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, Edward M. Reeve
Journal of Pre-College Engineering Education Research (J-PEER)
The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to …