Engineering

Frontiers in Education 2020 FIE Conference; Uppsala, Sweden - VIRTUAL

Event Date: 
Wed, 10/21/2020 (All day) to Sat, 10/24/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit https://www.fie2020.org/.

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Conceive Design Implement Operate Initiative 16th International CDIO Conference; Bangkok, Thailand - CANCELLED

Event Date: 
Tue, 06/09/2020 (All day) to Thu, 06/11/2020 (All day)

Due to the COVID-19 pandemic, this conference is cancelled.

To learn more, visit http://www.cdio2020.chula.ac.th/.

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American Society for Engineering Education 2020 ASEE Annual Conference; Montréal, Québec, Canada - VIRTUAL

Event Date: 
Sun, 06/21/2020 (All day) to Wed, 06/24/2020 (All day)

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:

  • Kristie Gutierrez, Orlando Ayala, Jennifer Kidd, Krishnanand Kaipa, Pilar Pazos-Lago, and Francisco Cima, Old Dominion University
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Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design

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.

Author/Presenter: 
Kristen B. Wendell
Jessica E. S. Swenson
Tejaswini S. Dalvi
Lead Organization(s): 
Year: 
2019
Short Description: 

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.

Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering

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).

Author/Presenter: 
Pamela S. Lottero-Perdue
Cathy P. Lachapelle
Lead Organization(s): 
Year: 
2019
Short Description: 

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).

Curriculum and Instruction at Exemplar Inclusive STEM High Schools

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.
Author/Presenter: 
Erin Peters-Burton
Ann House
Ed Han
Sharon Lynch
Year: 
2018
Short Description: 

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.

Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Author/Presenter: 
Alejandra J. Magana
Hayden W. Fennell
Camilo Vieira
Michael L. Falk
Lead Organization(s): 
Year: 
2019
Short Description: 

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.

Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool

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.

Author/Presenter: 
Ying Ying Seah
Alejandra J. Magana
Lead Organization(s): 
Year: 
2019
Short Description: 

The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

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