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Articles 1 - 5 of 5
Full-Text Articles in Secondary Education
Transforming Technology & Engineering Educator Inputs Into Desired Student Outputs Through Mechanism Analysis And Synthesis, Andrew J. Hughes, Chris Merrill
Transforming Technology & Engineering Educator Inputs Into Desired Student Outputs Through Mechanism Analysis And Synthesis, Andrew J. Hughes, Chris Merrill
Educational Leadership & Technology Faculty Publications
The intention of this article is to provide middle and high school Technology and Engineering Educators (T&EEs) with a more thorough understanding of an engineering approach to the teaching and learning of mechanics. During the teaching and learning of engineering content, in this case mechanics, the educator should attempt to align pedagogical content knowledge with engineering content knowledge and practices. T&EEs will also need to focus on terminology, structure, and applying theory to practical hands-on learning activities inside and outside of the classroom. T&EEs have the potential to foster middle and high school students’ mechanical knowledge and the ability to …
Scope Process: Fostering Students' Design Outcome Effectiveness, Andrew J. Hughes, Cameron D. Denson
Scope Process: Fostering Students' Design Outcome Effectiveness, Andrew J. Hughes, Cameron D. Denson
Educational Leadership & Technology Faculty Publications
The purpose of this article is to help Technology and Engineering Educators scaffold engineering design and problem-solving experiences so that students taking technology and engineering courses will develop an improved ability to design. Technology and Engineering Education seems to increasingly focus on problem-solving, design, and engineering. Technology and Engineering Education is not the only discipline with this focus. The fact that both Science and Technology and Engineering Education are similarly focused on the teaching and learning of engineering begs the question of what separates technology and engineering educators from science educators in the teaching of engineering? Lewis (2004) cautioned that …
Mechanism Design And Analysis: Developing An Understanding Of Mechanism Motion Through Graphical Modeling, Andrew J. Hughes, Chris Merrill
Mechanism Design And Analysis: Developing An Understanding Of Mechanism Motion Through Graphical Modeling, Andrew J. Hughes, Chris Merrill
Educational Leadership & Technology Faculty Publications
The intention of this article is to provide Technology and Engineering Educators with foundational knowledge of mechanism design and analysis and the ability to develop middle and high school students' mechanism knowledge during practical hands-on learning activities in the STEM classroom. Technology and Engineering Educators' implementation of mechanism design and analysis could promote students' increased depth of mechanical knowledge and ability to apply this knowledge during engineering design challenges. In this article, the authors present an introduction to four-bar mechanism design and analysis using CAD software to produce graphical representations. After designing mechanisms graphical, students should be allowed to produce …
Concrete Beam Design: Pouring The Foundation To Engineering In T&E Classrooms, Andrew J. Hughes, Chris Merrill
Concrete Beam Design: Pouring The Foundation To Engineering In T&E Classrooms, Andrew J. Hughes, Chris Merrill
Educational Leadership & Technology Faculty Publications
Ask a middle or high school student if they could design a concrete beam that weighs only 20 pounds and is 36” long but must hold 600 pounds without failing. What is the student likely to say? What if the student was told that, with some optimized decision making based on relatively straightforward mathematics, their beam could hold 2400 pounds or more? The focus of this article is not on concrete beam design, it is rather an introduction to engineering principles in beam design using a lab activity. The concepts and skills learned in this article will lead students into …
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Educational Leadership & Technology Faculty Publications
This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …