Journal of Pre-College Engineering Education Research最新文献_第7页

Development of teaching material of material mechanics and portable material testing machine for convergence education of mechanical engineering 机械工程衔接教学材料力学教材及便携式材料试验机的研制

Journal of Pre-College Engineering Education Research Pub Date : 2018-07-01 DOI: 10.18108/JEER.2018.21.4.20

조승현, S. Lee

引用次数: 0

A Case Study of a Living Lab based Engineering Design Class : When and How do Students Learn? 基于生活实验室的工程设计课堂案例研究:学生何时以及如何学习?

Journal of Pre-College Engineering Education Research Pub Date : 2018-07-01 DOI: 10.18108/jeer.2018.21.4.10

Kyonghee Han, Moon-Hee Choi

引用次数: 1

Exploration of the Predictors of Lecture Evaluation in College of Engineering using Decision Tree Analysis 运用决策树分析探讨工程学院讲座评价的预测因子

Journal of Pre-College Engineering Education Research Pub Date : 2018-07-01 DOI: 10.18108/jeer.2018.21.4.46

JIYEON LEE, Lee YeongJu

引用次数: 0

A Mathematical Model for Balanced Team Formation in Capstone Design Class 顶点设计课平衡组队的数学模型

Journal of Pre-College Engineering Education Research Pub Date : 2018-07-01 DOI: 10.18108/jeer.2018.21.4.28

Kim,Jong-Hwan

引用次数: 0

A case study on the effect of service learning education program integrating engineering design and community service activities 工程设计与社区服务活动相结合的服务学习教育方案效果之个案研究

Journal of Pre-College Engineering Education Research Pub Date : 2018-07-01 DOI: 10.18108/jeer.2018.21.4.35

진성희

引用次数: 0

Choosing STEM College Majors: Exploring the Role of Pre-College Engineering Courses 选择STEM大学专业:探索大学预科工程课程的作用

Journal of Pre-College Engineering Education Research Pub Date : 2018-02-20 DOI: 10.7771/2157-9288.1146

L. Phelps, Eric M. Camburn, Sookweon Min

{"title":"Choosing STEM College Majors: Exploring the Role of Pre-College Engineering Courses","authors":"L. Phelps, Eric M. Camburn, Sookweon Min","doi":"10.7771/2157-9288.1146","DOIUrl":"https://doi.org/10.7771/2157-9288.1146","url":null,"abstract":"Despite the recent policy proclamations urging state and local educators to implement integrated science, technology, engineering, and mathematics (STEM) curricula, relatively little is known about the role and impact of pre-college engineering courses within these initiatives. When combined with appropriate mathematics and science courses, high school engineering and engineering technology (E&ET) courses may have the potential to provide students with pre-college learning experiences that encourage them to pursue STEM college majors. Our central research question was: What is the nature and extent of any relationship between high school E&ET course completion and subsequent selection of a STEM major in a two-year or four-year college? Using the first and second follow-up datasets of the Education Longitudinal Study of 2002, we examined the direction and magnitude of the association between E&ET course-taking in high school and postsecondary STEM program enrollment. We controlled for a wide array of factors identified in the literature as being associated with college major selection, allowing us to better isolate the association between high school E&ET course-taking and college major selection. Overall, students who earned three credits in E&ET courses were 1.60 times more likely to enroll in STEM majors in four-year institutions than students who did not earn high school E&ET credits. This positive, significant association persisted even after controlling for students’ social backgrounds, academic preparation and attitudes during high school, college choice considerations, and early postsecondary education experiences. In combination with a high school college readiness curriculum, E&ET courses potentially contribute in multiple ways to informing students’ selection of engineering and STEM college majors.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"8 1","pages":"1-24"},"PeriodicalIF":0.0,"publicationDate":"2018-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41857305","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: 33

Supporting Mechanistic Reasoning in Domain-Specific Contexts 支持特定领域上下文中的机械推理

Journal of Pre-College Engineering Education Research Pub Date : 2017-12-04 DOI: 10.7771/2157-9288.1127

P. Weinberg

{"title":"Supporting Mechanistic Reasoning in Domain-Specific Contexts","authors":"P. Weinberg","doi":"10.7771/2157-9288.1127","DOIUrl":"https://doi.org/10.7771/2157-9288.1127","url":null,"abstract":"Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides domain-specific illustrations of mechanistic reasoning. The data in this study comes from the Assessment of Mechanistic Reasoning Project (AMRP) (Weinberg, 2012), designed using item response theory modeling to diagnose individuals’ mechanistic reasoning about systems of levers. Such a characterization of mechanistic reasoning illuminates what is easy and difficult about this form of reasoning, within the subdomain of simple machines. Moreover, this work indicates how domain-general principles may be limited. The study participants included elementary, middle, and high school students as well as college undergraduates and adults without higher education. Although the majority of participants responded to the AMRP by diagnosing at least one mechanistic element (elements inherent to the working of systems of levers) as they predicted its motion, such reasoning was not trivial. In fact, the diverse reasoning by participants shows how systems of levers support elements of mechanistic reasoning. Moreover, this study provides evidence that the development of mechanistic reasoning is dependent on domain-specific experience.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"7 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48112172","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: 5

Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities 拉丁裔与高加索裔小学生对工程活动的认知与兴趣

Journal of Pre-College Engineering Education Research Pub Date : 2017-10-17 DOI: 10.7771/2157-9288.1122

Gamze Ozogul, C. Miller, M. Reisslein

{"title":"Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities","authors":"Gamze Ozogul, C. Miller, M. Reisslein","doi":"10.7771/2157-9288.1122","DOIUrl":"https://doi.org/10.7771/2157-9288.1122","url":null,"abstract":"Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K–3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"7 1","pages":"15-26"},"PeriodicalIF":0.0,"publicationDate":"2017-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48336996","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: 10

Anticipating change: An exploratory analysis of teachers’ conceptions of engineering in an era of science education reform 预见变化：科学教育改革时代教师工程观探析

Journal of Pre-College Engineering Education Research Pub Date : 2017-08-18 DOI: 10.7771/2157-9288.1138

Tesha Sengupta-Irving, Janet Mercado

{"title":"Anticipating change: An exploratory analysis of teachers’ conceptions of engineering in an era of science education reform","authors":"Tesha Sengupta-Irving, Janet Mercado","doi":"10.7771/2157-9288.1138","DOIUrl":"https://doi.org/10.7771/2157-9288.1138","url":null,"abstract":"Author(s): Sengupta-Irving, T; Mercado, J | Abstract: © 2017, Purdue University Press. All rights reserved. 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 solve human problems; and, to model design-build-test pedagogy as a new approach to teaching. Outcomes show teachers’ conceptions of engineering as a discipline are that it redefines failure as necessary for success, and that it can more directly link school learning to serving society. Teachers also anticipated that design-build-test pedagogy would disrupt procedural learning in science, and likely invert which students achieve and why. These outcomes are discussed in light of reform goals, particularly as regards issues of equity. Implications for science teacher educators are also discussed.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"7 1","pages":"108-122"},"PeriodicalIF":0.0,"publicationDate":"2017-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43017160","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: 6

Mathematical Description and Mechanistic Reasoning: A Pathway toward STEM Integration. 数学描述与机械推理:迈向STEM整合之路。

Journal of Pre-College Engineering Education Research Pub Date : 2017-07-02 DOI: 10.7771/2157-9288.1124

P. Weinberg

{"title":"Mathematical Description and Mechanistic Reasoning: A Pathway toward STEM Integration.","authors":"P. Weinberg","doi":"10.7771/2157-9288.1124","DOIUrl":"https://doi.org/10.7771/2157-9288.1124","url":null,"abstract":"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 were conducted to characterize their reasoning about mechanism and mathematical description of the systems of levers represented in the items. Participant item responses were modeled using item response theory and participant talk and gesture were coded according to developed analytic frameworks. Participants were elementary, middle, and high school students as well as college undergraduates, and adults without college education. The results suggest a relationship between participants’ tendencies to describe these systems mathematically and their mechanistic reasoning ability. Moreover, there are specific elements of mechanistic reasoning that are more highly associated with mathematical description. In addition, there is a relationship between a participant’s propensity to both mathematically describe and mechanistically trace mechanical systems.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"7 1","pages":"7"},"PeriodicalIF":0.0,"publicationDate":"2017-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48879712","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: 10