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.

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.

An Integrated Engineering Agriculture STEM Program

2020 ◽  
Author(s):  
Mohamed Gharib ◽  
Tala Katbeh ◽  
G. Benjamin Cieslinski ◽  
Brady Creel
Keyword(s):  
Developing Countries ◽  
Critical Thinking ◽  
Engineering Design ◽  
Design Process ◽  
Project Based Learning ◽  
Instructional Materials ◽  
Stem Fields ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Hands On

Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM. This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were produced and presented to a panel of experts. This program attempts to build bridges between developing countries’ STEM education pipeline and the new demand of talent in the agriculture sector. All pertinent details including the preparation, instructional materials, prototyping materials, and case studies are presented in this paper.

scholarly journals INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM

2016 ◽  
Vol 15 (4) ◽  
pp. 477-493
Author(s):  
Nyet Moi Siew ◽  
Henry Goh ◽  
Fauziah Sulaiman
Keyword(s):  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Secondary School Students ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Higher Order ◽  
School Students ◽  
Problem Solving Skills ◽  
Engineering Design Process

This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-á-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students’ learning experience were captured through participants’ responses to a six-point Likert scale questionnaire, teachers’ field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students. Keywords: engineering design process, higher order thinking, outreach challenge program, rural schools, 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.

Integration of a Client-Based Design Project Into the Sophomore Year

2012 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Robert L. Nagel ◽  
Eric Pappas ◽  
Olga Pierrakos
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Design Theory ◽  
Local Community ◽  
Course Design ◽  
Design Project ◽  
Engineering Design Process ◽  
Course Sequence ◽  
Two Phases

Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.

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