Journal of Pre-College Engineering Education Research最新文献_第10页

A Framework for Quality K-12 Engineering Education: Research and Development 优质K-12工程教育框架:研究与发展

Journal of Pre-College Engineering Education Research Pub Date : 2014-05-02 DOI: 10.7771/2157-9288.1069

T. Moore, Aran W. Glancy, K. Tank, Jennifer A. Kersten, K. Smith, Micah S. Stohlmann

{"title":"A Framework for Quality K-12 Engineering Education: Research and Development","authors":"T. Moore, Aran W. Glancy, K. Tank, Jennifer A. Kersten, K. Smith, Micah S. Stohlmann","doi":"10.7771/2157-9288.1069","DOIUrl":"https://doi.org/10.7771/2157-9288.1069","url":null,"abstract":"AbstractRecent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering andmathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a qualityengineering education at the K-12 level. The purpose of the current work has been the development of a framework for describing whatconstitutes a quality K-12 engineering education. The framework presented in this paper is the result of a research project focused onunderstanding and identifying the ways in which teachers and schools implement engineering and engineering design in their classrooms.The development of the key indicators that are included in the framework were determined based on an extensive review of the literature,established criteria for undergraduate and professional organizations, document content analysis of state academic content standards inscience, mathematics, and technology, and in consultation with experts in the fields of engineering and engineering education. Theframework is designed to be used as a tool for evaluating the degree to which academic standards, curricula, and teaching practicesaddress the important components of a quality K-12 engineering education. Additionally, this framework can be used to inform thedevelopment and structure of future K-12 engineering and STEM education standards and initiatives.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"4 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2014-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 75

Shoot for the Moon! the Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM. 射向月球吧!导师与中学生探讨设计思维与STEM的交集。

Journal of Pre-College Engineering Education Research Pub Date : 2014-05-02 DOI: 10.7771/2157-9288.1072

Maureen Carroll

引用次数: 9

Examining Young Students' Problem Scoping in Engineering Design. 考察青年学生在工程设计中的问题界定。

Journal of Pre-College Engineering Education Research Pub Date : 2014-05-02 DOI: 10.7771/2157-9288.1082

Jessica Watkins, K. Spencer, David M. Hammer

引用次数: 78

High School Student Information Access and Engineering Design Performance. 高中生信息获取与工程设计绩效。

Journal of Pre-College Engineering Education Research Pub Date : 2014-05-02 DOI: 10.7771/2157-9288.1074

N. Mentzer

引用次数: 11

Secondary Students' Conceptual Understanding of Engineering as a Field. 中学生对工程领域的概念理解。

Journal of Pre-College Engineering Education Research Pub Date : 2013-10-31 DOI: 10.7771/2157-9288.1057

Devlin Montfort, Shane Brown, Victoria Whritenour

{"title":"Secondary Students' Conceptual Understanding of Engineering as a Field.","authors":"Devlin Montfort, Shane Brown, Victoria Whritenour","doi":"10.7771/2157-9288.1057","DOIUrl":"https://doi.org/10.7771/2157-9288.1057","url":null,"abstract":"Researchers have long been interested in how to recruit and retain more and more diverse students into engineering programs. One consistent challenge in this research is understanding the impacts of interventions from the point of view of the student, and how their preconceptions may influence that effectiveness. This study investigated how secondary students understand the concept of engineering, including what engineering is and what engineers do. The purpose of this work was to describe students’ conceptions of engineering, and to determine how those perceptions relate to student interest in engineering careers. The investigation was founded on the theoretical framework of conceptual ecology. Students from one high school that are typically underrepresented demographically in engineering programs were interviewed about their perspective on engineering. Interviews were transcribed and analyzed using the constant comparative and thematic analysis methods. Students who were interested in pursuing an engineering career generally believed that it involved hands-on building or fixing of cars, bridges, or airplanes. Students who were not interested in a career in engineering discussed a broader variety of types of engineering, and more often cited altruism and inherent interest as reasons that others would pursue such careers. Most students in this study did not express very complex or rich conceptions of engineers or engineering, but their conceptual ecologies suggest that they would be resistant to changing these conceptions. This suggests that recruitment and retention programs will need to directly address students’ existing conceptions of engineering.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"3 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research 工程的人文面:在教育和研究中考虑工程的社会科学和人文维度

Journal of Pre-College Engineering Education Research Pub Date : 2013-10-31 DOI: 10.7771/2157-9288.1070

Morgan M. Hynes, Jessica Swenson

{"title":"The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research","authors":"Morgan M. Hynes, Jessica Swenson","doi":"10.7771/2157-9288.1070","DOIUrl":"https://doi.org/10.7771/2157-9288.1070","url":null,"abstract":"Mathematics and science knowledge/skills are most commonly associated with engineering’s pre-requisite knowledge. Our goals in this paper are to argue for a more systematic inclusion of social science and humanities knowledge in the introduction of engineering to K-12 students. As part of this argument, we present a construct for framing the humanistic side of engineering with illustrative examples of what appealing to the humanistic side of engineering can look like in a classroom setting, and opportunities for research that examines the dynamics that the humanistic side of engineering introduces into engineering learning and teaching. The illustrative examples are drawn from interactions among student-teams from elementary classrooms engaged in engineering activities that appeal to the humanistic side of engineering. Referencing these examples as well as other established engineering education programs, we will discuss opportunities for research in the education of K-16 students. These opportunities span understanding how students’ attitudes, beliefs, and perceptions shift, particularly among traditionally underrepresented populations, to how students’ engineering knowledge and practices develop in the context of a humanistic approach to engineering.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"3 1","pages":"31-42"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 74

과제분담 협동학습을 응용수학에 적용한 사례 연구 课题分担协同学习应用于应用数学的事例研究

Journal of Pre-College Engineering Education Research Pub Date : 2013-06-01 DOI: 10.18108/jeer.2019.22.5.13

박재락

{"title":"과제분담 협동학습을 응용수학에 적용한 사례 연구","authors":"박재락","doi":"10.18108/jeer.2019.22.5.13","DOIUrl":"https://doi.org/10.18108/jeer.2019.22.5.13","url":null,"abstract":"풍수지리사상風水地理思想은 우리의 선현들이 자연을 살아있는 유기체로 인식하여 자연과 인간이 서로 조화롭게 살아갈 수 있는 방법을 찾고자하는 자연관이자 토지관이다. ‘종택宗宅’이란 한 마을의 입향조入鄕祖가 터를 잡은 주거공간이며, 대대로 그 자손들이 살고 있는 집을 말한다. 그리고 ‘종택마을’은 입향조의 거주지였던 종택을 중심공간으로 하여, 그의 후손들을 비롯한 구성원들이 삶의 터전을 이루면서 공동체의 생활을 영위하고 있는 정주공간을 의미한다. 종택마을의 입지공간은, 대체로 산과 물이 잘 어우러진 자연공간을 의지하며 현존하고 있으며, 대부분 마을의 형성 시기는 약 400~500년 전인 것으로 나타나고 있다. 특히 영남지역은 이러한 종택을 비롯한 종택마을이 많이 형성되어 있는데, 주로 안동권역을 비롯하여 경북북부 지역을 중심으로 분포되어 있다. 이곳에는 역사적으로나 학문적으로 뛰어난 인물들을 많이 배출했기 때문에, 지금의 종택마을 입지 환경이 풍수지리학風水地理學의 명당조건을 갖추고 있는지에 대한 연구의 필요성이 대두되었다. 따라서 본 논문은 경북북부지역의 종택마을 76곳을 주요 연구대상으로 하였고, 종택마을의 입지와 풍수지리와의 상관관계를 풍수적 형식논리(看龍?藏風?得水?定穴?坐向)를 적용하여 정의하였다. 그리고 경북북부지역 종택마을을 장풍국藏風局?득수국得水局?장풍득수국藏風得水局으로 나누어 유형별 구성과 입지요소를 분석하였고, 유형별 입지를 도표와 풍수모식도를 각 각 첨부하여 이해를 도왔다. 본 논문에서 현존하는 종택마을입지의 특성에 대해 다음과 같은 결론을 도출하였다. 첫째, 장풍국의 종택입지는 장풍을 중요시 하여 반드시 사신사를 갖추고 있었다. 사신사의 역할은 명당내의 기가 바람에 흩어지지 않도록 사신사가 불어오는 바람을 막아주는 방풍역할과 국 안에서 빠져나가는 지기를 갈무리하는 장풍 역할이 동시에 이루어지는 입지를 갖추고 있었다. 그러나 길격의 장풍국을 이루기 위해서는 안산이 좌우사격에서 뻗어나가 형성된 안산국을 이루어야 되는데, 아쉽게도 현존하는 종택마을에서는 찾아 볼 수가 없었다. 둘째, 득수국은 ‘得水爲上藏風次之’을 근거로 득수의 중요성을 갖춘 곳에 입지하고 있었다. 종택의 입지는 주로 현무봉을 의지하면서 득수를 위한 입지가 흘러들어오는 좌향으로 입지하고 있었다. 그러나 경제공간인 중명당이 득수하기 용이한 공간에 입지한 것으로 정의하지만, 실제는 큰 수계(본류하천?강)를 끼고 있을 뿐 중명당을 갖춘 종택은 수은?대산종택 2곳으로 나타났다. 셋째, 장풍득수국은 장풍과 득수가 동시에 이루어진 공간 입지를 갖추고 있다. 수계형태가 궁수를 이룰 때 음래양수의 형국을 이루었고, 양래음수일 경우 반궁수를 이룬 입지로 나타난다. 안산에 의해 외수가 유입되거나 외명당이 형성될 수 있도록 역수형태와 수구사의 역할을 동시에 하는 것으로 나타났다. 따라서 종택마을의 입지선정에 있어서 우리의 전통적 입지 결정방법들이 풍수지리 사상과 적지 않은 연관관계가 있음을 확인할 수 있었기에, 금후 더욱 많은 연구자들이 우리 전통풍수지리사상을 접목한 입지환경 또는 지역 개발 등의 분야에 대한 연구를 시도해 주기를 기대한다.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87296283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Learning in Challenge-Based Engineering Curricula. 基于挑战的工程课程中的学生学习。

Journal of Pre-College Engineering Education Research Pub Date : 2013-04-18 DOI: 10.7771/2157-9288.1080

L. Berland, Taylor Martin, Pat Ko, Stephanie Baker Peacock, Jennifer J. Rudolph, Christopher Golubski

{"title":"Student Learning in Challenge-Based Engineering Curricula.","authors":"L. Berland, Taylor Martin, Pat Ko, Stephanie Baker Peacock, Jennifer J. Rudolph, Christopher Golubski","doi":"10.7771/2157-9288.1080","DOIUrl":"https://doi.org/10.7771/2157-9288.1080","url":null,"abstract":"In recent years, there has been a demand to teach engineering in high schools, particularly using a challenge-based curriculum. Many of these programs have the dual goals of teaching students the engineering design process (EDP), and teaching to deepen their understanding and ability to apply science and math concepts. Using both quantitative and qualitative methods, this study examines whether a high school design engineering program accomplishes each of the two goals. During the 2010–2011 school year, over 100 students enrolled in the same design engineering course in seven high schools. Evidence of learning and application of the EDP is accomplished by triangulating student interviews with pre-/post-tests of EDP-related questions and a survey of design engineering beliefs. To determine whether students could apply science and math concepts, we examined content test questions to see if students used science and math ideas to justify their engineering work, and triangulated these results with student interviews. The results are mixed, implying that although there is some learning, application is inconsistent.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"3 1","pages":"53-64"},"PeriodicalIF":0.0,"publicationDate":"2013-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

Ingenuity in Action: Connecting Tinkering to Engineering Design Processes 行动中的独创性:将修补与工程设计过程联系起来

Journal of Pre-College Engineering Education Research Pub Date : 2013-04-18 DOI: 10.7771/2157-9288.1077

Jennifer Wang, Maia Werner-Avidon, Lisa R. Newton, Scott M. Randol, Brooke M. Smith, G. Walker

引用次数: 20

Designing for STEM Integration STEM集成设计

Journal of Pre-College Engineering Education Research Pub Date : 2013-04-18 DOI: 10.7771/2157-9288.1078

L. Berland

{"title":"Designing for STEM Integration","authors":"L. Berland","doi":"10.7771/2157-9288.1078","DOIUrl":"https://doi.org/10.7771/2157-9288.1078","url":null,"abstract":"Abstract We are increasingly seeing an emphasis on STEM integration in high school classrooms such that students will learn and apply relevant math and science content while simultaneously developing engineering habits of mind. However, research in both science education and engineering education suggests that this goal of truly integrating STEM is rife with challenges. As such, this paper reports upon the efforts of an NSF-funded project to translate the lessons learned in science classrooms—in which the science learning goals are contextualized within engineering challenges—to engineering classrooms—in which the engineering practices are an additional, and important, learning goal. In particular, this paper identifies design principles for facilitating student application of math and science concepts while they engage in the practices of engineering. We explain the intent and learning theories behind each principle. In addition, we reify each goal by illustrating its application in our yearlong engineering course. Abstract We are increasingly seeing an emphasis on STEM integration in high school classrooms such that students will learn and apply relevant math and science content while simultaneously developing engineering habits of mind. However, research in both science education and engineering education suggests that this goal of truly integrating STEM is rife with challenges. As such, this paper reports upon the efforts of an NSF-funded project to translate the lessons learned in science classrooms—in which the science learning goals are contextualized within engineering challenges—to engineering classrooms—in which the engineering practices are an additional, and important, learning goal. In particular, this paper identifies design principles for facilitating student application of math and science concepts while they engage in the practices of engineering. We explain the intent and learning theories behind each principle. In addition, we reify each goal by illustrating its application in our yearlong engineering course.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"3 1","pages":"22-31"},"PeriodicalIF":0.0,"publicationDate":"2013-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 68