High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

Berland, Leema K.; Steingut, Rebecca R.; Ko, Pat

doi:10.1007/s10956-014-9498-4

Cited by 64 publications

(43 citation statements)

References 28 publications

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“…Second, iterative practices are often challenging to implement in typical middle school classrooms, where there are many barriers to iteration at the level of students, teachers, and classroom culture (Dow et al, ; English et al, ; Hmelo et al, ; Kolodner et al, ; Schunn, ). Third, this research adds to the small body of work demonstrating that design‐based interventions can impact students' knowledge of iterative practices (Berland et al, ; Berland et al, ; Goldman et al, ) and to the even smaller body of work demonstrating effects on iterative behaviors (Conlin et al, ). Fourth, while many successful educational interventions take up entire semesters or school years, we have demonstrated meaningful change after a brief 4.5–5.5 hr intervention.…”

Section: Discussionmentioning

confidence: 91%

“…Similarly, in a study assessing learning outcomes of a high school engineering design curriculum, most students who were interviewed at the end of the curricular unit could accurately describe the design‐build‐test process using everyday language (Berland et al, ). In a second study of the same curriculum, questionnaire and interview results showed that students developed an understanding of iteration as refinement (Berland et al, ). The study that is most related to the current work showed that middle school students who were taught to create many prototypes continued this practice on computer‐based game assessments, and use of this prototyping strategy led to increased performance (Conlin, Chin, Blair, Cutumisu, & Schwartz, ).…”

Section: Literature and Backgroundmentioning

confidence: 99%

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Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure

Marks

Chase

2019

J of Engineering Edu

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Background Design thinking, with its emphasis on iterative prototyping and mantra of “fail early and often,” stands in stark contrast to the typical one‐and‐done, failure‐averse culture of the classroom. Iterative prototyping and fail‐forward mindsets could promote valuable iterative practices and positive reactions to failure, but little research has examined their impact in K‐12 contexts. Purpose In two studies, we investigated the effect of a brief prototyping intervention on students' iterative knowledge, desires, and behaviors; self‐reported reactions to failure; and performance on a design challenge. Design/Method Study participants included 78 and 89 students in grades five and six, respectively. Students in an iterative prototyping condition (Prototype) were taught the process and fail‐forward mindset of iterative prototyping. In a comparative, content‐focused condition (Content), students focused on using science and math concepts in design. Results In both studies, Prototype students gained greater knowledge of iterative prototyping, reported a greater desire to iterate, and engaged in more iterative behaviors on a novel, unsupported design challenge than Content students. In Study 2, students in the Prototype condition reported more positive affect and actions in reaction to failure and produced more successful designs than their Content counterparts. However, regardless of condition, students who iterated earlier created more successful designs. Conclusions These studies provide an existence proof that instruction on the iterative prototyping process and mindset can encourage students to try early and often and promote healthier reactions to failure. This work also demonstrated a performance benefit to testing one's design early in the design process.

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Section: Discussionmentioning

confidence: 91%

Section: Literature and Backgroundmentioning

confidence: 99%

Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure

Marks

Chase

2019

J of Engineering Edu

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“…The Framework K-12 for Science Literacy cites two reasons for including engineering along with science "(1) to reflect the importance of understanding the human-built world and (2) to recognize the value of better integrating the teaching and learning of science, engineering, and technology" (NRC, 2012, p.2). Integrating engineering into science instruction is seen as a means to deepen students' understanding of science concepts in a real-world context (Berland, Steingut, & Ko, 2014).…”

Section: Science Pedagogy In the Ngssmentioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

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The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

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“…Based on the previous studies, STEM is used as an approach in learning and integrating with learning models such as project based learning [4], project based inquiry learning [5] and problem based learning [6]. STEM is also used as a learning approach to measure student's achievement [7], high school student perceptions [8], science teacher's perceptions [9] and student's attitude [10].…”

Section: Introductionmentioning

confidence: 99%

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

Winarno

Widodo

Rusdiana

et al. 2017

J. Phys.: Conf. Ser.

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Abstract. This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

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High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content

Cited by 64 publications

References 28 publications

Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure

Impact of a prototyping intervention on middle school students' iterative practices and reactions to failure

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

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