K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students

Billiar, Kristen L.; Belisle, Robin; Cezar, Tanea; Fusco, Mary Ann Castronovo; Gray, Cecelia; Oliva, Thomas; Tate, Veronica; Hubelbank, Jeanne H.; Camesano, Terri A.

doi:10.1115/sbc2009-206374

Cited by 3 publications

(2 citation statements)

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“…Its five iterative phases are Problem Scoping, Idea Creation, Designing & Constructing, Assessing Design, and Redesigning & Reconstructing (English et al, 2017). A considerable number of researchers (e.g., Billiar et al, 2014;Fan & Yu, 2017;Shirey, 2018;Tillman et al, 2014) recommend the Engineering Design Cycle as a construction model for STEM tasks. However, through the lens of the three integrated STEM attributes, Zhou et al ( 2020) evaluated relevant tasks and then acknowledged that the Engineering Design Cycle might not be fully capable of constructing integrated STEM tasks.…”

Section: Research Problem In Using Design Processes To Construct and ...mentioning

confidence: 99%

Engaging solution-based design process for integrated STEM program development: an exploratory study through autoethnographic design practice

Zhou

Gomez

Davis

et al. 2022

Int J Technol Des Educ

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The role of design in the exploration of integrated Science, Technology, Engineering, and Mathematics (STEM) education has rapidly expanded in recent years. Design has made an important contribution by providing instructional scaffolds in synthesising knowledge from multiple disciplines to solve real-world problems. Despite the potential of Design-based Pedagogy (DBP), there is a paucity of applicable DBP process models for constructing integrated STEM tasks and formulating implementation approaches. To address this issue, we enquire into the Solution-based Design Process (SBDP) that reconciles curriculum content knowledge and teaching through authentic problem finding and solving. Through an exploratory study of a self-critical reflection in autoethnographic design practice, we explore how the optimised SBDP can inform (i) The design skills and mindsets of DBP for integrated STEM education, and (ii) The instructional processes for constructing and implementing integrated STEM tasks involving design models. As found in this study, a unique feature of the Solution-based DBP is that it relates to the processes of thinking and reasoning—highly cognitive and logical; its application requires the skilled operation of 3D printing-based digital fabrication. Additionally, we demonstrated a Solution-based DBP, combined with 3D printing-based digital fabrication, and providing teachers with a structural blueprint for developing integrated STEM programs. Overall, this research contributes to the corpus of methodologically rigorous and evidence-based studies on design-led integrated STEM curriculums in the context of a specific country’s education system.

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Section: Research Problem In Using Design Processes To Construct and ...mentioning

confidence: 99%

Engaging solution-based design process for integrated STEM program development: an exploratory study through autoethnographic design practice

Zhou

Gomez

Davis

et al. 2022

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…The facilities available to universities give them the ability to run projects for high-school students which address this problem. Several universities have designed projects, and based them in schools [5][6][7], but bringing students into the university environment [8][9][10][11][12] gives them a more immersive experience.…”

Section: Introductionmentioning

confidence: 99%

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

Grimshaw

Sequeira

Hewkin-Smith

2017

Journal of Engineering for Gas Turbines and Power

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This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories that encourage student curiosity and creativity. The experience develops teamwork and communication and helps to break down the cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects that aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust's annual UK–Japan Young Scientist Workshop Programme. This work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade, and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end-of-project presentation show how far young students can be stretched when they are motivated by an interesting problem.

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A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

Grimshaw

Sequeira

Hewkin-Smith

2016

Volume 6: Ceramics; Controls, Diagnostics and Instrumentation; Education; Manufacturing Materials and Metallurgy

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This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories which encourage student curiosity and creativity. The experience develops team-work and communication, and helps to break-down cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects which aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust’s annual UK-Japan Young Scientist Workshop Programme. The work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end of project presentation show how far young students can be stretched when they are motivated by an interesting problem.

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K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students

Cited by 3 publications

References 0 publications

Engaging solution-based design process for integrated STEM program development: an exploratory study through autoethnographic design practice

Engaging solution-based design process for integrated STEM program development: an exploratory study through autoethnographic design practice

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

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