Infusing Engineering Design Into High School Stem Courses
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| Author | : Morgan Hynes |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
The Tufts University Center for Engineering Education and Outreach (CEEO) strives to improve STEM education through engineering and believes every student should have the chance to engineer. Situated in Massachusetts, the first state to adopt engineering education at all levels in public schools (Massachusetts DOE, 2001), the CEEO supports the belief that engineering education starts in kindergarten and continues to develop throughout their K-12 schooling. The authors also believe that at the core of K-12 engineering is the Engineering Design Process (EDP). The purpose of introducing students to the EDP is to teach students that engineering is about organizing thoughts to improve decision making for the purpose of developing high quality solutions and/or products to problems. Three key concepts in successful implementation of the EDP are: (1) students are engineers; (2) teachers need to listen to their students; and (3) classroom environments need to change to properly enable learning through the EDP. Recently, the authors worked with the Massachusetts State Department of Education to produce a revised engineering design document that describes a learning progression for the EDP from kindergarten through high school. This white paper describes the high school portion of that document geared toward the activities or skills they associate with the EDP as defined by the current Massachusetts curriculum frameworks. This depiction of the EDP implies a cyclical, stepwise process that is rarely the case in solving real-world engineering problems. Oftentimes the task requires some jumping around from step to step. By adopting this slightly adjusted paradigm, students will recognize that the EDP does not rely upon rigid thinking, but provokes creative and outside-the-box thinking. (Contains 1 figure.).
| Author | : National Center for Engineering and Technology Education (NCETE) |
| Publisher | : |
| Total Pages | : 40 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Since its initial funding by the National Science Foundation in 2004, the National Center for Engineering and Technology Education (NCETE) has worked to understand the infusion of engineering design experiences into the high school setting. Over the years, an increasing number of educators and professional groups have participated in the expanding initiative seeking to acquaint all students with engineering design. While there is strong support for providing students with engineering design experiences in their high school science, technology, engineering, and mathematics (STEM) courses, the lack of consensus on purposes and strategies has become increasingly apparent as the work continues. In February, 2011, NCETE sought position statements from a small number of engineering educators, cognitive scientists, instructional designers, and professional development providers who have been engaged in long-term efforts to provide students with engineering design experiences in their high school STEM courses. Each of these experienced professionals was asked to provide brief descriptions of principles or guidelines that they consider to be most important in promoting effective infusion of authentic engineering design challenges into STEM courses for all high school students. This publication contains the following papers: (1) Design Problems for Secondary Students (David H. Jonassen); (2) Infusing Engineering Design into High School STEM Courses (Morgan Hynes, Merredith Portsmore, Emily Dare, Elissa Milto, Chris Rogers, and David Hammer); (3) Integrating Engineering Design Challenges into Secondary STEM Education (Ronald L. Carr and Johannes Strobel); (4) Design Principles for High School Engineering Design Challenges: Experiences from High School Science Classrooms (Christian Schunn); (5) Engineering Design Challenges in a Science Curriculum (Arthur Eisenkraft); and (6) A Possible Pathway for High School Science in a STEM World (Cary Sneider). (Individual papers contain figures, references and appendices.).
| Author | : National Center for Engineering and Technology Education (NCETE) |
| Publisher | : |
| Total Pages | : 67 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Successful strategies for incorporating engineering design challenges into science, technology, engineering, and mathematics (STEM) courses in American high schools are presented in this paper. The developers have taken the position that engineering design experiences should be an important component of the high school education of all American youth. In most instances, these experiences in engineering design are infused into instruction programs in standards-based courses in science, technology, or mathematics. This paper is intended to provide guidelines for the development of authentic engineering design challenges, to describe instructional strategies for introducing engineering design experiences to high school students, and to offer suggestions for the assessment of the outcomes of engineering design activities. The information is intended to be useful in planning, organizing, and implementing the infusion of engineering design challenges in high school STEM courses. This paper is an exploration of the available research on the following questions dealing with the implementation of engineering design challenges in high school STEM courses: (1) Does the development of engineering habits of thought and action lead to improvements in problem solving abilities, systems thinking, integration of content, increased interest in engineering, and feelings of self-efficacy about pursuing additional engineering activities?; (2) What is the anatomy of the engineering design process and what are its essential components?; (3) What are the distinguishing characteristics of authentic engineering design challenges?; (4) In what ways do engineering design challenges fit into the national STEM scene and the high school STEM organizational structure?; (5) What are the content, context, and process elements of appropriate engineering design challenges for high school STEM courses?; (6) What instructional practices based upon engineering design challenges are effective in supporting student learning?; and (7) In what ways can teachers design and implement an authentic system for assessing student progress and completion of engineering design challenges? How can the assessment provide support for using engineering principles to solve design challenges in contrast to simple trial and error approaches? (Contains 10 figures.).
| Author | : Zanj Kano Avery |
| Publisher | : |
| Total Pages | : 161 |
| Release | : 2009 |
| Genre | : Electronic dissertations |
| ISBN | : |
The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four inservice teachers with backgrounds in physics, chemistry, industrial education, math, and electrical engineering participated in the 2006 National Center of Engineering and Technology Education (NCETE)-sponsored PD workshops at California State University, Los Angeles (CSULA) and provided three sources of data that were used to answer the research question, "What are the effects of PD on infusing engineering design into high school science, technology, engineering, and math (STEM) curricula"? Three major themes emerged from the data. They were (a) incorporation of PD content, (b) challenges with incorporating PD content, and (c) benefits of incorporating PD content. It was shown that the effect that the NCETE PD had on the infusion of engineering design into high school curricula varied among each of the four teachers due to their subject area, educational backgrounds, and experiential knowledge. Implications of these findings may be used to inform the design and delivery of future STEM PD efforts.
| Author | : Christine M. Cunningham |
| Publisher | : Teachers College Press |
| Total Pages | : 177 |
| Release | : 2018-02-16 |
| Genre | : Education |
| ISBN | : 0807758779 |
Bolstered by new standards and new initiatives to promote STEM education, engineering is making its way into the school curriculum. This comprehensive introduction will help elementary educators integrate engineering into their classroom, school, or district in age-appropriate, inclusive, and engaging ways. Building on the work of a Museum of Science team that has spent 15 years developing elementary engineering curricula, this book outlines how engineering can be integrated into a broader STEM curriculum, details its pedagogical benefits to students, and includes classroom examples to help educators tailor instruction to engage diverse students. Featuring vignettes, case studies, videos, research results, and assessments, this resource will help readers visualize high-quality elementary engineering and understand the theoretical principles in context. Book Features: Frameworks to help teachers create curricula and structure activities. A focus on engaging the diversity of learners in today’s classrooms. Experiences from the nation’s leading elementary education curriculum that has reached 13.3 million children and 165,000 educators. Go to eie.org/book for videos, assessment tools, reproducibles, and other instructional supports that enliven the text.
| Author | : Pamela Truesdell |
| Publisher | : ASCD |
| Total Pages | : 66 |
| Release | : 2014-04-10 |
| Genre | : Education |
| ISBN | : 1416619089 |
Are you looking for ways to incorporate rigorous problem solving in your classroom? Are you struggling with how to include the "E" in your STEM instruction? Here is where to start. In this practical introduction to engineering for elementary through high school teachers, you'll learn how to create effective engineering-infused lessons that break down the barriers between science, math, and technology instruction. Veteran teacher Pamela Truesdell highlights engineering's connection to 21st century skills and college and career readiness, addresses the Next Generation Science Standards, and walks you through each step of the simple but powerful engineering design process. This is the essential tool of professional engineers and the key to engaging students in hands-on, collaborative projects that ask them to apply content area knowledge to find solutions for real-world problems. A sample lesson, links to additional resources, and guidelines for assessment ensure you'll have the essentials you need to kick off your students' exploration of engineering.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 595 |
| Release | : 2009-09-08 |
| Genre | : Education |
| ISBN | : 030914471X |
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.
| Author | : Jenny Daugherty |
| Publisher | : |
| Total Pages | : 12 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Engineering has gained considerable traction in many K-12 schools. However, there are several obstacles or challenges to an effective approach that leads to student learning. Questions such as where engineering best fits in the curriculum; how to include it authentically and appropriately; toward what educational end; and how best to prepare teachers need to be answered. Integration or infusion appears to be the most viable approach; instead of stand-alone engineering courses squeezing into the already crammed curriculum. An integrative approach whereby engineering is infused into the existing curriculum, within science, technology, mathematics or other courses, appears to be the best approach to expose students to engineering learning. However, little is yet known about how best to infuse engineering concepts into the K-12 curriculum. What does it mean to infuse engineering concepts into high school instruction? This question raises significant issues that need to be addressed in order to integrate appropriate engineering concepts and accomplish important learning outcomes. In order to explore this larger question, an expert focus group meeting was convened to inform the development of a model or descriptions for infusing engineering concepts into high school instruction and to address some of the pertinent questions involved. The focus group meeting is an important input toward a larger project, in which the researcher is a co-Principal Investigator. The Infuse Project was funded by the National Science Foundation to research teacher learning through an innovative approach to professional development that is engineering concept-driven. The project is focused on the infusion of engineering concepts into life science and physical science education. The present study, which is the subject of this report, addressed issues that needed clarification in order to inform the development of the protocol to be used in the major investigations of Project Infuse. (Contains 1 table and 2 footnotes.).
| Author | : Arthur Eisenkraft |
| Publisher | : National Science Teachers Association |
| Total Pages | : 473 |
| Release | : 2017-11 |
| Genre | : Engineering |
| ISBN | : 9781681400358 |
Problem: You're eager to expand your physics curriculum and engage your students with engineering content but you don't know how. Solution: Use the approach and lessons in Beyond the Egg Drop to infuse engineering into what you're already teaching, without sacrificing time for teaching physics concepts.
| Author | : Şenay Purzer |
| Publisher | : Purdue University Press |
| Total Pages | : 469 |
| Release | : 2014-11-15 |
| Genre | : Education |
| ISBN | : 1612493580 |
In science, technology, engineering, and mathematics (STEM) education in pre-college, engineering is not the silent "e" anymore. There is an accelerated interest in teaching engineering in all grade levels. Structured engineering programs are emerging in schools as well as in out-of-school settings. Over the last ten years, the number of states in the US including engineering in their K-12 standards has tripled, and this trend will continue to grow with the adoption of the Next Generation Science Standards. The interest in pre-college engineering education stems from three different motivations. First, from a workforce pipeline or pathway perspective, researchers and practitioners are interested in understanding precursors, influential and motivational factors, and the progression of engineering thinking. Second, from a general societal perspective, technological literacy and understanding of the role of engineering and technology is becoming increasingly important for the general populace, and it is more imperative to foster this understanding from a younger age. Third, from a STEM integration and education perspective, engineering processes are used as a context to teach science and math concepts. This book addresses each of these motivations and the diverse means used to engage with them.Designed to be a source of background and inspiration for researchers and practitioners alike, this volume includes contributions on policy, synthesis studies, and research studies to catalyze and inform current efforts to improve pre-college engineering education. The book explores teacher learning and practices, as well as how student learning occurs in both formal settings, such as classrooms, and informal settings, such as homes and museums. This volume also includes chapters on assessing design and creativity.
