Engineering

Considerations for STEM Education from PreK through Grade 3

Early Learning Brief

Author/Presenter: 
Julie Sarama
Douglas Clements
Natalie Nielsen
Maria Blanton
Nancy Romance
Mark Hoover
Carolyn Staudt
Arthur Baroody
Christine McWayne
Catherine McCulloch
Year: 
2018
Short Description: 

This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.

Conceive Design Implement Operate Initiative 15th International CDIO Conference; Denmark

Event Date: 
Tue, 06/25/2019 (All day) to Thu, 06/27/2019 (All day)
Associated Dates and Deadlines: 

To learn more, visit http://conferences.au.dk/cdio2019/.

Event Type: 
Discipline / Topic: 

American Society for Engineering Education 2019 ASEE Annual Conference; Tampa, FL

Event Date: 
Sat, 06/15/2019 (All day) to Wed, 06/19/2019 (All day)

To learn more, visit https://www.asee.org/events/conferences-and-meetings/annual-conference/2019.

DRK-12 Presenters:

  • Nick Lux, Shannon Willoughby, Bryce Hughes, Brock LaMeres, Elaine Westbrook, and Barrett Frank, Montana State University
Event Type: 
Discipline / Topic: 

“Just put it together to make no commotion:” Re-imagining Urban Elementary Students’ Participation in Engineering Design Practices

This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making.

Author/Presenter: 
Christopher Wright
Kristen Wendell
Patricia Paugh
Year: 
2018
Short Description: 

In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.

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