Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering

Coppola, Sarah; Madariaga, Leonardo; Schnedeker, Marya H

doi:10.18260/p.23583

Cited by 8 publications

(9 citation statements)

References 2 publications

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“…However, research has also shown that students experience barriers to education in curriculum design, teaching methods and learning resources (Coppola et al, 2015, Nicholas et al, 2014, Boles and Whelan, 2016, Litzinger et al, 2011.…”

Section: Introductionmentioning

confidence: 99%

Augmented and Virtual Reality for Engineering Education

Cibulka¹

2017

Linköping Electronic Conference Proceedings

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Research on the application of augmented and virtual reality (AVR) in education shows that students selfmotivation and performance increases as well as their attractiveness to new ICT-enhanced classes. The aim of this article is to explore the use of AVR as an engaging learning tool for engineering education and to present a framework for an AVR-lab for engineering education. The AVR-lab will encourage teachers to adapt classroom practices for state-of-the-art lectures that integrate AVR educational technology. The graduates of AVR-enhanced curriculum will attain new competencies in AVR, which industry analysts anticipate are vital for the 21 st century labour market.

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Section: Introductionmentioning

confidence: 99%

Augmented and Virtual Reality for Engineering Education

Cibulka¹

2017

Linköping Electronic Conference Proceedings

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Section: Introductionmentioning

confidence: 99%

Proceedings of the 58th Conference on Simulation and Modelling (SIMS 58) Reykjavik, Iceland, September 25th – 27th, 2017

2017

Linköping Electronic Conference Proceedings

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Welcome to the 58th Conference on Simulation Modelling and Optimization in Reykjavik, Iceland. Reykjavik is the northernmost and one of the smallest capital cities in the world. Although small for a capital, it is the country's largest and most populated city and with the urban area population of around 200000, it is the home of the vast majority of Iceland's people. The city is pioneer in the use of geothermal energy to provide low-cost heating and electricity. Iceland's energy consumption per capita is among the highest in the world, and the proportion of this consumption provided by renewable energy sources exceeds most other countries. The electricity is produced almost entirely from renewable energy sources, hydroelectric (70%) and geothermal (30%) and simulation, modelling and optimization are the key elements to utilize the renewable energy more efficiently.The SIMS 58 will cover broad aspects of simulation, modelling and optimization and be a technical forum for participants to further their knowledge by being exposed to diverse topics, and exchange opinions and ideas both from industry and academia in a variety of topics related to simulation, modelling and optimization. The ambition is to bring the field of applied modelling and simulation techniques of energy systems to the general public as a contributing technology for efficient and sustainable energy systems. This year, the conference program contains two keynote speakers, 53 research papers and presentations organized into 14 sessions and an excursion to a geothermal park.The focus of the conference is on simulation, modelling and optimization in a variety of applied contexts including topics such as geothermal, hydro and bio energy, oil production, automotive industry and methodology and technologies for simulation, modelling and optimization.A key component of the SIMS conference is the opportunity to socialize and make new connections. The conference offers several possibilities such as a conference dinner at Bryggjan Brugghús (Bistro and Brewery), an excursion to the Reykjanes GEOPARK and last but not least some coffee and lunch breaks.SIMS stands for the Scandinavia Simulation Society with members from five Nordic countries, Denmark, Finland, Norway, Sweden and Iceland. The goal of SIMS is to develop further the science and practice of modelling and simulation in all application areas and to be a forum for information interchange between professionals and non-professionals in the Nordic countries.Thanks to all participants, authors, keynote speakers and presenters for their contribution to this conference. I also want to acknowledge the support I have received from the conference board, program committee and the SIMS board. The support from the National energy authority, Iceland is gratefully acknowledged.Welcome, I hope you will enjoy the conference and the interactions with your colleagues and other presenter here.Magnus Excursion:The conference excursion will be on Wednesday, September 27 th , at 10:00. Resource Park in the Reykjanes pen...

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“…Further, because many of these teachers do so in science and mathematics courses [56][57][58][59] there are opportunities to reach students who might not otherwise be reached. However, in order to effectively support teachers to bring engineering practices back to their classrooms, professional development programs may need to include a focus on instructional strategies such as design pedagogy or in project-based learning, especially given previous research showing that such approaches can change students' minds about the usefulness of content they are learning [40].…”

Section: Triangulation and Discussionmentioning

confidence: 99%

“…Teachers who have participated in RET programs have reported that their students became more active and engaged when using materials they had developed [55]. Because engineering is not yet commonly taught as a stand-alone subject, engineering RETs often provide science and mathematics teachers opportunities to learn to integrate engineering into their existing teaching of science or mathematics [56][57][58][59]. Such approaches can positively impact student achievement [60,61].…”

Section: Projective Identification: Knowing An Engineer or Someone Wmentioning

confidence: 99%

Fundamental Research: Characterizing Underrepresented Students' Interest in Engineering Careers and Their Teachers' Beliefs about Practices

Svihla¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Despite efforts to diversify engineering, gaps persist, with few Latino/as becoming engineers. The Southwest US is an ideal place to characterize student interest development in engineering, and to relate that interest to perceptions of instructional practices. This study contributes information about teachers and their students, who are predominantly Latino/a (>90%) from some of the highest poverty schools in the US. We investigate teacher and student perceptions of connecting instruction to student interests and culture and student ownership of STEM practices (students coming up with their own ways to solve problems, posing their own questions, and developing their own conclusions). Students also provided information about the relevance of instruction for their futures, whether they had a relative/friend who was an engineer, their interest in becoming an engineer, and their ideas about an engineering lab visited by their teachers. We compared their responses to teacher responses, finding them to be similar overall. We use multiple regression to model student interest in becoming an engineer. A significant regression equation was found (F(4, 230)= 11.26, p less than .001). Students who viewed what they were learning as important to their futures, and who reported having opportunities to draw their own conclusions were significantly more likely to express interest in becoming an engineer.Qualitative analysis of open ended responses revealed that most students could describe normative differences between science and engineering, but very few envisioned an active role for themselves, were they to be in the lab their teachers visited. Our findings suggest students' perceptions of instruction play a larger role in engineering interest development than having a close relative/friend who is an engineer or teachers connecting to their personal interests. Providing opportunities for their students to pose their own questions or design their own procedures did not predict interest development, but they do align to the kinds of skills engineers need, suggesting that teachers may need support to develop these practices further. Taken with the qualitative analysis, such opportunities can also be used to help students envision active roles for themselves. Supporting interest development but not also supporting ability development will not address persistent gaps.

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Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering

Cited by 8 publications

References 2 publications

Augmented and Virtual Reality for Engineering Education

Augmented and Virtual Reality for Engineering Education

Proceedings of the 58th Conference on Simulation and Modelling (SIMS 58) Reykjavik, Iceland, September 25th – 27th, 2017

Fundamental Research: Characterizing Underrepresented Students' Interest in Engineering Careers and Their Teachers' Beliefs about Practices

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