scholarly journals Using the Engineering Design Process to Complement the Teaching and Learning of Mathematics

2016 ◽  
Author(s):  
Aaron Brakoniecki ◽  
Michael Ward ◽  
Gretchen Fougere
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
Engineering Design Process

scholarly journals STEM from the perspectives of engineering design and suggested tools and learning design

2016 ◽  
Vol 2 (1) ◽  
pp. 59-71
Author(s):  
Yu-Liang Ting
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Teaching And Learning ◽  
School Science ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Real World Problem ◽  
Mathematics Knowledge ◽  
And Mathematics

STEM is an educational concept about which little consensus has been reached as to what it is, and how it can be taught in schools. This study provides a snap shot of prominent contemporary research results contributing to better understanding of STEM and its implementation in education. In addition, this study tries to tackle an issue that school science has traditionally been built around well defined problems for learning purpose. As most real-world problems are ill-defined, this study proposes to implement the notion of STEM to help students acquire real-world problem-solving skills by engaging them in an engineering design process, in which students use the technology tools of graphic-based programming. The proposed learning practice is experiential task-based learning, in which students are forced to apply and acquire related science and mathematics knowledge during their engineering design process. It is hoped that related rationales and discussions will stimulates researchers and educators to adopt or tailor their own learning designs for the current generation of youngsters and promote the quality of teaching and learning in STEM.

Matching pedagogical intent with engineering design process models for precollege education

2010 ◽  
Vol 24 (3) ◽  
pp. 379-395 ◽  
Author(s):  
Derrick Tate ◽  
John Chandler ◽  
A. Dean Fontenot ◽  
Susan Talkmitt
Keyword(s):  
Higher Education ◽  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
Public Perception ◽  
Process Models ◽  
Cognitive Approach ◽  
Engineering Programs ◽  
Engineering Design Process ◽  
Major Factors

AbstractPublic perception of engineering recognizes its importance to national and international competitiveness, economy, quality of life, security, and other fundamental areas of impact; but uncertainty about engineering among the general public remains. Federal funding trends for education underscore many of the concerns regarding teaching and learning in science, technology, engineering, and mathematics subjects in primary through grade 12 (P-12) education. Conflicting perspectives on the essential attributes that comprise the engineering design process results in a lack of coherent criteria against which teachers and administrators can measure the validity of a resource, or assess its strengths and weaknesses, or grasp incongruities among competing process models. The literature suggests two basic approaches for representing engineering design: a phase-based, life cycle-oriented approach; and an activity-based, cognitive approach. Although these approaches serve various teaching and functional goals in undergraduate and graduate engineering education, as well as in practice, they tend to exacerbate the gaps in P-12 engineering efforts, where appropriate learning objectives that connect meaningfully to engineering are poorly articulated or understood. In this article, we examine some fundamental problems that must be resolved if preengineering is to enter the P-12 curriculum with meaningful standards and is to be connected through learning outcomes, shared understanding of engineering design, and other vestiges to vertically link P-12 engineering with higher education and the practice of engineering. We also examine historical aspects, various pedagogies, and current issues pertaining to undergraduate and graduate engineering programs. As a case study, we hope to shed light on various kinds of interventions and outreach efforts to inform these efforts or at least provide some insight into major factors that shape and define the environment and cultures of the two institutions (including epistemic perspectives, institutional objectives, and political constraints) that are very different and can compromise collaborative efforts between the institutions of P-12 and higher education.

scholarly journals Designing a mobile makerspace: A strategy for increasing diversity by offering engineering outreach workshops to underrepresented youth

2018 ◽  
Author(s):  
Scott Compeau
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
Online Survey ◽  
Engineering Design Process ◽  
Design Build ◽  
Underrepresented Youth ◽  
Engineering Outreach ◽  
And Mathematics ◽  
Physical Spaces

Makerspaces, physical spaces that provide access to fabrication tools, technologies, and resources, are potentially changing the way educators envision teaching and learning. The purpose of this poster is to illustrate how an engineering design process is being used to help guide Connections Engineering Outreach to design, build, implement, and evaluate a mobile makerspace. One of the objectives of the mobile makerspace is to provide outreach workshops to underrepresented and underserviced groups in an attempt to increasing the diversity in Science, Technology, Engineering, and Mathematics (STEM). Since January 2018, the mobile makerspace has delivered workshops to approximately 2000 students in Grades 3-8. Preliminary results from an online survey indicate that the workshops provided high levels of student engagement and opportunities to learn about STEM. Interview results also suggest that the workshops are helping build the capacity of educators towards using makerspace technology. This project is yet to complete one full cycle of the engineering design process and will be conducting on-going program evaluation

scholarly journals The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills

2018 ◽  
Vol 7 (1) ◽  
pp. 66-75 ◽  
Author(s):  
M. Syukri ◽  
L. Halim ◽  
L. E. Mohtar ◽  
S. Soewarno
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Learning Module ◽  
Engineering Design Process ◽  
The Impact

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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