射向月球吧!导师与中学生探讨设计思维与STEM的交集。

Q1 Social Sciences

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

Maureen Carroll

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引用次数: 9

摘要

本文描述了一群大学生的旅程，他们在一个基于stem的课后项目中作为导师与服务不足的中学生一起工作。设计思维提供了一个框架，在这个框架中，学生们学习如何成为导师，如何创造以用户为中心的学习体验，以及如何与中学生分享他们作为发展STEM专业人员的经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Shoot for the Moon! the Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM.

This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as developing STEM professionals with middle school students.

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来源期刊

Journal of Pre-College Engineering Education Research Social Sciences-Education

CiteScore

3.90

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering. J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary approaches incorporating engineering. J-PEER publishes a wide range of topics, including but not limited to: research articles on elementary and secondary students’ learning; curricular and extracurricular approaches to teaching engineering in elementary and secondary school; professional development of teachers and other school professionals; comparative approaches to curriculum and professional development in engineering education; parents’ attitudes toward engineering; and the learning of engineering in informal settings.