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Articles 1 - 6 of 6
Full-Text Articles in Education
Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore
Approaches To Integrating Engineering In Stem Units And Student Achievement Gains, Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, Tamara J. Moore
Journal of Pre-College Engineering Education Research (J-PEER)
This study examined different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units. These various approaches were correlated with student outcomes on engineering assessment items. There are numerous reform documents in the USA and around the world that emphasize the need to incorporate engineering into science education. The authors of this study contend that different approaches to integrating engineering in STEM units correlate to larger student achievement gains in engineering, based on assessment items developed from the Framework for Quality K–12 Engineering Education (Moore, Glancy, Tank, Kersten, & Smith, 2014). The goal of this work …
Anticipating Change: An Exploratory Analysis Of Teachers’ Conceptions Of Engineering In An Era Of Science Education Reform, Tesha Sengupta-Irving, Janet Mercado
Anticipating Change: An Exploratory Analysis Of Teachers’ Conceptions Of Engineering In An Era Of Science Education Reform, Tesha Sengupta-Irving, Janet Mercado
Journal of Pre-College Engineering Education Research (J-PEER)
While integrating engineering into science education is not new in the United States, technology and engineering have not been well emphasized in the preparation and professional development of science teachers. Recent science education reforms integrate science and engineering throughout K–12 education, making it imperative to explore the conceptions teachers hold of engineering as a discipline, and as an approach to teaching. This analysis draws on focus group interviews with practicing secondary teachers (n = 12) conducted during a professional development seminar. The goals of the seminar were to present engineering as a heterogeneity of practices and inquiries organized to …
Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore
Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore
Journal of Pre-College Engineering Education Research (J-PEER)
One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated argumentation into engineering design-based STEM (science, technology, engineering, and mathematics) integration curricular units they developed during a professional development program. To gain a better understanding of how teachers included argumentation in their curricula, a multiple case study approach was conducted using four STEM integration units. While evidence of argumentation …
Students’ Successes And Challenges Applying Data Analysis And Measurement Skills In A Fifth-Grade Integrated Stem Unit, Aran W. Glancy, Tamara J. Moore, Selcen Guzey, Karl A. Smith
Students’ Successes And Challenges Applying Data Analysis And Measurement Skills In A Fifth-Grade Integrated Stem Unit, Aran W. Glancy, Tamara J. Moore, Selcen Guzey, Karl A. Smith
Journal of Pre-College Engineering Education Research (J-PEER)
An understanding of statistics and skills in data analysis are becoming more and more essential, yet research consistently shows that students struggle with these concepts at all levels. This case study documents some of the struggles four groups of fifth-grade students encounter as they collect, organize, and interpret data and then ultimately attempt to draw conclusions or make decisions based on these data. The activities in which the students engaged were part of an integrated science, technology, engineering, and mathematics (STEM) unit that had students collecting and analyzing data both in the context of learning science concepts and in the …
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Undergraduate Engineers And Teachers: Can Students Be Both?, Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, Denise W. Carlson
Journal of Pre-College Engineering Education Research (J-PEER)
Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering …
Disciplinary Differences In Out-Of-School High School Science Experiences And Influence On Students’ Engineering Choices, Allison Godwin, Gerhard Sonnert, Philip M. Sadler
Disciplinary Differences In Out-Of-School High School Science Experiences And Influence On Students’ Engineering Choices, Allison Godwin, Gerhard Sonnert, Philip M. Sadler
Journal of Pre-College Engineering Education Research (J-PEER)
Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students’ out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not …