International Technology and Engineering Educators Association 82nd ITEEA Annual Conference; Baltimore, MD
To learn more, visit https://www.iteea.org/ITEEA_Conference_2020.aspx
To learn more, visit https://www.iteea.org/ITEEA_Conference_2020.aspx
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://www.fie2020.org/.
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit http://www.cdio2020.chula.ac.th/.
To learn more, visit https://fie2019.org/
Due to the COVID-19 pandemic, this conference will be held virtually.
To learn more, visit https://www.asee.org/annual-conference/2020.
DRK-12 Presenters:
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students.
In this article, authors present a comparative case study examining the epistemological framing dynamics of two novice urban teachers and argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students.
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one can become smarter and that failures are signals to improve) (Dweck, 1986).
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.
Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.
Experimentation is one of the important strategies used in engineering design to understand the relationship between relevant variables so that they can be manipulated to generate optimized solution for a particular problem or design. The understanding of students’ experimentation strategies allows educators to help students improve their design experiments by providing scaffolds or guidance. The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.
The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.