A Framework for Quality K-12 Engineering Education: Research and Development

Moore, Tamara J.; Glancy, Aran W.; Tank, Kristina Maruyama; Kersten, Jennifer Anna; Smith, Karl A.; Stohlmann, Micah

doi:10.7771/2157-9288.1069

Cited by 239 publications

(244 citation statements)

References 12 publications

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“…To accomplish this, the instances coded as EBR were mapped to the Framework for Implementing Quality K-12 Engineering Education 31 , which defines the characteristics of K-12 engineering. This framework identifies nine key indicators that define engineering in K-12.…”

Section: Discussionmentioning

confidence: 99%

Students' Use of Evidence-Based Reasoning in K-12 Engineering: A Case Study (Fundamental)

Mathis¹,

Siverling²,

Glancy³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Discussionmentioning

confidence: 99%

Students' Use of Evidence-Based Reasoning in K-12 Engineering: A Case Study (Fundamental)

Mathis¹,

Siverling²,

Glancy³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Nevertheless, these essential aspects of pre-college engineering education only scratch the surface of what is Page 26.1014.2 necessary to produce the quantity and quality of engineers, and citizens, for which we aspire to as a nation. Because of the ability of engineering to develop technical literacy and critical thinking skills, amongst other attributes, engineering education in the K-12 setting has a greater potential to enrich our citizenry than just expanding the pipeline to the engineering career pathway 5,6 . Therefore, we agree with Cunningham & Lachapelle 7 in the following statement:…”

Section: Frameworkmentioning

confidence: 99%

“…Thus, K-12 educators can use the implementation of engineering instruction to develop what are normally deemed "soft" skills in their students. Ethics, teamwork, and communication are essential for a sufficient K-12 engineering education 5 .…”

Section: Frameworkmentioning

confidence: 99%

Interest-based Engineering Challenges Phase I: Understanding Students' Personal, Classroom, Engineering, and Career Interests

Joslyn¹,

Holly²,

Hynes³

2015 ASEE Annual Conference and Exposition Proceedings

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Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, humanistic education, contemplative and reflective practices, and spirituality) and how it can shape engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education and has worked as an engineer, a pastor, and a high school math teacher.Mr. James Holly Jr., INSPIRE Institute, Purdue University James Holly Jr. is a Ph.D. Student in Engineering Education at Purdue University. He received a B.S. from Tuskegee University and a M.S. from Michigan State University, both in Mechanical Engineering. His research interest is exploring formal and informal K-12 engineering education learning contexts. Specifically, he is interested in how the engineering design process can be used to emphasize the humanistic side of engineering and investigating how engineering habits of mind can enhance pre-college students' learning abilities. Dr. Morgan M Hynes, Purdue University, West LafayetteDr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering.

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“…Marshall andBerland (2012) posited that the primary goal of any pre-collegiate engineering programs should be to develop a command of the engineering design process that transcends traditional mathematics and science curriculum goals. In a more multi-dimensional study, Moore, et al (2014) proposed a framework and identified twelve key indicators for describing and designing effective K-12 engineering programs. These indicators include (a) applying concepts in science, engineering, and mathematics and (b) conceptualizing the engineering profession.…”

Section: Introductionmentioning

confidence: 99%

“…In a more multi-dimensional study, Moore, et al (2014) proposed a framework and identified twelve key indicators for describing and designing effective K-12 engineering programs. These indicators include (a) applying concepts in science, engineering, and mathematics and (b) conceptualizing the engineering profession.…”

Section: Introductionmentioning

confidence: 99%

Facilitating Interdisciplinary Problem Solving Among Pre-collegiate Engineering Students via Materials Science Principles

Djokic¹,

Srubar²

2015 ASEE Annual Conference and Exposition Proceedings

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Given that fundamental materials science principles transcend traditional disciplinary boundaries, a grand opportunity exists to leverage materials science concepts to facilitate multidisciplinary teaching and learning. This paper presents the development and implementation of a three-phase teaching module designed to foster organic, cross-disciplinary discourse and learning among pre-collegiate engineering students. Thirty domestic and international high school students were selected for an introductory four-week summer course in engineering. The students were divided into two classes, either civil engineering or nuclear engineering, according to their disciplinary preferences. In Phase I of the interdisciplinary module, the students were taught fundamental discipline-specific concepts in separate classrooms by their respective instructor (e.g., static equilibrium, nuclear reactor physics) over the course of one week. In Phase II, a joint lecture on diffusion, a materials science topic of mutual importance to both disciplines, was given to all students and facilitated by both instructors. In Phase III, the students worked in mixed, interdisciplinary teams in a structured problem-solving session in which they were asked to apply their knowledge of static equilibrium, diffusion, and nuclear principles to solve engineering design problems regarding reactor pressure vessels and radioactive waste casks.The effectiveness of this collaborative module in promoting cross-disciplinary learning was assessed through an analysis of student responses to an anonymous survey. The results show that the module was effective in (a) teaching students the fundamental principles of diffusion, (b) fostering peer-to-peer teaching and learning, and (c) emphasizing the importance of teamwork and problem-solving across disciplines. The results also indicate that students developed a broader view regarding the applicability of their knowledge beyond their own disciplinary boundaries. Given its universality, this materials-focused teaching module has the potential to serve as an effective model to foster interdisciplinary teaching and learning between other engineering disciplines. IntroductionEngineers must gain the ability to communicate and collaborate across disciplines in addition to gaining a deep technical disciplinary knowledge. This is increasingly true in modern society in which scientists and engineers must address complex, interdisciplinary challenges on a global scale. While current efforts at teaching interdisciplinary problem-solving at the collegiate-level (e.g., class projects, capstone courses) exist, the effectiveness of many of these approaches are ineffective in achieving interdisciplinary learning objectives. Richter and Paretti (2009) identified two main learning barriers to common interdisciplinary approaches: (1) students are unable to identify the relationship between their own discipline and an interdisciplinary subject; and (2) students are unable to identify and value the contributions of multiple tec...

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A Framework for Quality K-12 Engineering Education: Research and Development

Cited by 239 publications

References 12 publications

Students' Use of Evidence-Based Reasoning in K-12 Engineering: A Case Study (Fundamental)

Students' Use of Evidence-Based Reasoning in K-12 Engineering: A Case Study (Fundamental)

Interest-based Engineering Challenges Phase I: Understanding Students' Personal, Classroom, Engineering, and Career Interests

Facilitating Interdisciplinary Problem Solving Among Pre-collegiate Engineering Students via Materials Science Principles

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