Journal of Pre-College Engineering Education Research最新文献

{"title":"Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course","authors":"Taylor Martin, Stephanie Baker Peacock, Pat Ko, Jennifer J. Rudolph","doi":"10.7771/2157-9288.1050","DOIUrl":"https://doi.org/10.7771/2157-9288.1050","url":null,"abstract":"Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problemsolving techniques specific to a particular discipline, which is unsuited for teaching design skills for open-ended problems that may involve multiple engineering disciplines. Instead, engineering teacher training should use the more fluid framework of adaptive expertise which values the ability to apply knowledge in innovative ways as well as recall facts and solve problems using conventional techniques. In this study, we examined a 6-week program to train math/science teachers to teach high school design engineering. For each curriculum unit, we had a pre-posttest to assess the teachers’ factual knowledge and ability to solve typical problems (termed ‘‘efficiency’’) and their ability to apply their knowledge to reason through open-ended problems (termed ‘‘innovation’’). In addition, we conducted a pre-posttest to see whether teachers’ attitudes and beliefs related to adaptive expertise changed over the course of the program.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"174 2 1","pages":"35-48"},"PeriodicalIF":0.0,"publicationDate":"2015-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333226","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}

{"title":"Quantifying the Information Habits of High School Students Engaged in Engineering Design","authors":"N. Mentzer, M. Fosmire","doi":"10.7771/2157-9288.1108","DOIUrl":"https://doi.org/10.7771/2157-9288.1108","url":null,"abstract":"This study measured the information gathering behaviors of high school students who had taken engineering design courses as they solved a design problem. The authors investigated what types of information students accessed, its quality, when it was accessed during the students’ process, and if it impacted their thinking during the activity. Students overwhelmingly relied on internet searching to acquire information, rather than printed materials available to them. The sites they found were generally popular rather than technical, and persuasive (i.e., trying to sell something) rather than informative. The high school students understood the need for information, as they sought a large volume of information, which they did, generally, incorporate in their solution development process, but their skill in locating high-quality information was relatively poor.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"123 1","pages":"22-34"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333549","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}

{"title":"Effect of an Engineering Camp on Students' Perceptions of Engineering and Technology","authors":"R. Hammack, T. Ivey, Juliana Utley, K. High","doi":"10.7771/2157-9288.1102","DOIUrl":"https://doi.org/10.7771/2157-9288.1102","url":null,"abstract":"Students’ knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week long engineering summer camp affected middle school students’ (N519) attitudes towards engineering and their conceptions of engineering and technology. Results indicate that participation in the programs had a positive impact on the students’ understandings of what technology is and the work engineers do. Although the results indicate a positive impact on participants, it is not clear which components of the camp contributed to this change. The partnership between practicing middle school teachers and engineering faculty was important to the success of the camp, revealing the benefits of collaborative efforts between K-12 educators and engineering professionals.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"5 1","pages":"10-21"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333540","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}

{"title":"An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering.","authors":"Jackson E. Reimers, Cheryl L. Farmer, Stacy S. Klein-Gardner","doi":"10.7771/2157-9288.1107","DOIUrl":"https://doi.org/10.7771/2157-9288.1107","url":null,"abstract":"The past 30 years have yielded a mature body of research regarding effective professional development for teachers of science and mathematics, leading to a robust selection of professional development programs for these teachers. The current emphasis on connections among science, technology, engineering, and mathematics underscores the need for similar research into the nature of effective professional development for teachers of engineering. With this in mind, this paper completes a review of the literature concerning effective professional development for teachers of engineering, both as a unique discipline and as a context for teaching and learning in other subjects. The results of this review serve as the foundation for five research-based design standards for professional development initiatives in the field of engineering education, which have been published on the American Society for Engineering Education (ASEE) website along with a matrix that will enable providers and consumers of engineering professional development to determine the extent to which a given program focuses on each of those standards.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"5 1","pages":"40-60"},"PeriodicalIF":0.0,"publicationDate":"2015-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162242","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}

{"title":"Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study.","authors":"Clara G. Valtorta, L. Berland","doi":"10.7771/2157-9288.1087","DOIUrl":"https://doi.org/10.7771/2157-9288.1087","url":null,"abstract":"Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing field, using discourse analysis techniques to examine whether and why students integrate math and science concepts into their engineering design work. The study focuses on student work during a unit from a high school engineering course. Video data were collected during the unit and were used to identify episodes of students discussing math and science concepts. Using discourse analysis, the authors found that students successfully applied math and science concepts to their engineering design work without teacher prompting when the concepts were familiar. However, explicit teacher prompting and instruction regarding the integration of less familiar concepts did not seem to facilitate student use of those concepts. Possible explanations and implications are discussed.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"5 1","pages":"15-29"},"PeriodicalIF":0.0,"publicationDate":"2015-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333980","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}

{"title":"The Promise of the Maker Movement for Education","authors":"Lee M. Martin","doi":"10.7771/2157-9288.1099","DOIUrl":"https://doi.org/10.7771/2157-9288.1099","url":null,"abstract":"The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"5 1","pages":"30-39"},"PeriodicalIF":0.0,"publicationDate":"2015-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333938","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}

{"title":"Beyond Blackboards: Engaging Underserved Middle School Students in Engineering.","authors":"Sarah Blanchard,&nbsp;Justina Judy,&nbsp;Chandra Muller,&nbsp;Richard H Crawford,&nbsp;Anthony J Petrosino,&nbsp;Christina K White,&nbsp;Fu-An Lin,&nbsp;Kristin L Wood","doi":"10.7771/2157-9288.1084","DOIUrl":"https://doi.org/10.7771/2157-9288.1084","url":null,"abstract":"<p><p><i>Beyond Blackboards</i> is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21^st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of <i>Beyond Blackboards</i> on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.</p>","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4459751/pdf/nihms-688826.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33378222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience.","authors":"Kristen B. Wendell","doi":"10.7771/2157-9288.1085","DOIUrl":"https://doi.org/10.7771/2157-9288.1085","url":null,"abstract":"The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering. The purpose of this descriptive exploratory research study was to characterize the design practices used by preservice elementary teachers during an integrated engineering and literature experience. Using a modification of the Design Activity Coding Scheme (Atman et al., 2007), we examined the discourse of a team of preservice teachers as they worked on an engineering design challenge based on children’s literature. The modified coding scheme included indicators for the teachers’ design practices and conversational moves. We analyzed the coded data for patterns of design practices across group members and over time, and for evidence of the group’s perceptions of the goals of their activity – their epistemological framing. The preservice teachers’ utterances were almost evenly divided between design practices and conversational moves, and most design practices were distributed evenly across all members of the group. Conversational moves were concentrated within a subset of members. The teachers’ discourse gave evidence of stable framing of their activity as a design task rather than as an exercise in satisfying the instructor’s directions. However, within the design task framing, the teachers emphasized the design practices of generating possible solutions and feasibility analysis at the expense of information gathering, design solution modeling, and detailed evaluation of proposed solutions. The teachers’ design practice profile differs substantially from that of both novice and expert professional engineers. The findings of this research suggest that novice elementary teachers may need opportunities to see the fruitfulness of problem definition and detailed analysis for engineering design success.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"4 1","pages":"29-46"},"PeriodicalIF":0.0,"publicationDate":"2014-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333819","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}

{"title":"Gender Differences in the Consistency of Middle School Students' Interest in Engineering and Science Careers.","authors":"Marsha Ing, Pamela R. Aschbacher, Sherry M. Tsai","doi":"10.7771/2157-9288.1090","DOIUrl":"https://doi.org/10.7771/2157-9288.1090","url":null,"abstract":"This longitudinal study analyzes survey responses in seventh, eighth, and ninth grade from diverse public school students (n = 482) to explore gender differences in engineering and science career preferences. Females were far more likely to express interest in a science career (31%) than an engineering career (13%), while the reverse was true for males (58% in engineering, 39% in science). After controlling for student and school demographic characteristics, females were as consistent as males in their science career interests during the three years of the study but less consistent in their engineering career interests. Knowing an engineer significantly predicted consistent career interest in engineering for males but not for females. Childhood interest in science and engineering was related to whether females and males expressed any interest in those subjects. Females and males both showed interest for careers where they can discover new things that help the environment or people’s health; females were less interested in designing and inventing, solving problems, and using technology. These findings suggest that increasing the number of diverse students who pursue engineering careers may require introducing students from early elementary to middle school to engineering as an array of careers that can improve health, happiness, and safety, and make the world a better place.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"4 1","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2014-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333888","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}

{"title":"High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules.","authors":"H. Santoso, O. Lawanto, K. Becker, N. Fang, E. Reeve","doi":"10.7771/2157-9288.1093","DOIUrl":"https://doi.org/10.7771/2157-9288.1093","url":null,"abstract":"The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions. This study utilized a SRL framework that covered self-efficacy, cognitive actions, and metacognitive components. While self-efficacy was represented by CSE, metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred students from two high schools, InTech Collegiate and Logan High Schools, completed activities in this study. Each student worked on three modules, namely Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of interviews. The findings of this study revealed that the students achieved the highest average score on beginning skills compared to advanced skills and file and software skills for their CSE. Furthermore, screen-captured video analysis showed that there were different profiles of cognitive actions and metacognitive strategies between high and low CSE groups in terms of the strategy changes and duration of their strategies. Issues gathered from interview analysis between these two groups were also elaborated.","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"4 1","pages":"11-28"},"PeriodicalIF":0.0,"publicationDate":"2014-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71333917","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}