Incorporation of pre-engineering lessons into secondary science classrooms

Kimmel, Howard; Rockland, Ronald

doi:10.1109/fie.2002.1157897

Cited by 25 publications

(24 citation statements)

References 8 publications

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“…Higher education institutions have been working to bring engineering and technology principles and applications to the secondary school classrooms [14]- [16] and previous research has indicated that teachers trained specifically to use preengineering curricula in high school science and mathematic classrooms has increased students' attitudes to engineering and knowledge of engineering careers [17, [18] . But the middle school years are an important time for young students to begin thinking about and preparing for future years and educators are trying to bring pre-engineering concepts to the K-8 classrooms as well [21], [22] and the Middle School Attitudes to Mathematic, Science and Engineering Survey has been developed to measure students' attitudes and knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…The Pre-Engineering Instructional and Outreach Program (PrE-IOP) at New Jersey Institute of Technology's Center for Pre-College Programs was established as part of a three-year project funded by the New Jersey Commission on Higher Education [14]- [16] to increase the number of students who enroll in engineering schools in New Jersey, particularly those from groups traditionally underrepresented in engineering. The objective of the program is to inform students, teachers, parents, and school counselors about careers in engineering and provide teachers with pre-engineering curriculum to better prepare students to enter engineering degree programs.…”

mentioning

confidence: 99%

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The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

Hirsch¹,

Carpinelli

Kimmel

et al. 2007

2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passp

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The Middle School Students' Attitude to Mathematics, Science and Engineering Survey was developed to measure students' attitudes to engineering and knowledge about engineering careers as part of a program to enlarge the future pool of engineers because students' attitudes have been found to be an important predictor of whether students pursue careers in engineering. The program focuses on using pre-engineering curricula in middle and high schools, and informing students, teachers, parents, and school counselors about careers in engineering because most students do not know what engineering is or what engineers do and therefore do not explore engineering as a career option or prepare for it academically in the critical middle or high school years. Continued use of the survey with younger students indicated that the language used in some of the questions was too sophisticated for some middle school students and the survey has been revised. A study was conducted to examine the psychometric properties of the revised survey with a large sample of academically diverse middle school students. Comparisons among groups of students exposed to pre-engineering concepts in various different ways in their science and mathematics classes have been made to explore the extent to which the exposure may have affected students' attitudes to engineering and knowledge of engineering careers.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

Hirsch¹,

Carpinelli

Kimmel

et al. 2007

2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passp

View full text Add to dashboard Cite

show abstract

“…Curriculum development and instructional strategies to support teachers in these efforts have been developed over the past decade (Baker, Yasar, Kurplus,.Krause, & Roberts, 2004;Beven & Raudebaugh, 2004;Contrell, Pekcan, Itani,. & Velasquez-Brant, 2006;Harwood & Rudnistsky, 2005;Kimmel & Rockland, 2002;Poole, deGrazia, & Sullivan, 2001).…”

Section: Integrating Engineering Into the Content Areas Of Sciencementioning

confidence: 99%

“…Therefore, students are not adequately prepared to enter STEM programs in college or pursue careers in STEM fields (NSB, 2008). As a result, there has been a growing interest in higher education to bring engineering principles and applications to secondary school mathematics and science classrooms (Kimmel & Rockland, 2002;Kimmel, Carpinelli, Burr-Alexander, & Rockland, 2006). The integration of engineering concepts and applications into the different content areas in the curriculum is one approach.…”

Section: Introductionmentioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

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Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.

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“…17,18 In the U.S. high stakes testing and national and state science standards drive the curriculum. Even though textbooks include technological and engineering applications, 17 these activities are often overlooked to meet assessment goals.…”

Section: Engineering Design and The Recent Us National Science Stanmentioning

confidence: 99%

Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level

Murray

Crawford²

2015 ASEE Annual Conference and Exposition Proceedings

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The purpose of this study is to determine how engineering doctoral fellows enact reform-based methods in secondary science classrooms. As engineering fellows near employment in the role of faculty members, they are well prepared in science, math, and engineering content and practice, however, they generally lack training in student learning and instruction. A pragmatic approach guided the investigation lead by three research sub-questions related to: a) practice alignment with the United States Next Generation Science Standards; b) knowledge of reformbased teaching practices; c) how fellows implement biomedical engineering research into secondary science classes. Surveys, interviews, and lesson plan documents were utilized to analyze the phenomenon from three perspectives in the form of an instrumental collective case study. The National Science Foundation GK-12 program, the context of the study, operated as a community of practice 1,2 and supported and promoted the utilization of reform-based teaching practices with the help of mentor teachers and university faculty. Reform-based teaching practices, as defined here, are those instructional strategies that facilitate student learning within inquiry learning environments. According to constructivists' views of learning, students gain a deeper understanding of concepts when actively engaged with science content and practice. 3,4,5,6 At the premier level reform-based teaching practices refer to student-centered exercises pertaining to the investigation of scientific phenomenon and/or the design of products and processes. Inquiry-based practice is a common phrase employed to differentiate this level. The passive dissemination of information in the form of lecture-based strategies exemplifies traditional teaching, a teacher-centered approach. Instructional teaching strategies lie along a continuum from teacher-centered to student-centered. The former features pure lecture without student questioning, and the latter showcases students' active engagement with investigation or design as the instructor facilitates.The findings reveal the warranted assertion that engineering fellows communicate biomedical engineering research with science and engineering practices through a belief about student learning. It was an individual personal belief about student learning that determined how fellows constructed modules; activities that represent or parallel dissertation work, and planned related pursuits to facilitate student understanding of the content and practice associated with biomedical engineering. The three participants chosen for explication signify varying approaches to teaching and each are positioned along the traditional/reform-based teaching practices continuum at different locations dependent on specific learning objectives.Consideration for student learning within a particular context directed how fellows approached lesson planning and module creation. The science and engineering practices were evident and interpreted differently by each fellow. Further in...

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Incorporation of pre-engineering lessons into secondary science classrooms

Cited by 25 publications

References 8 publications

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

<p>Advancing the “E” in K-12 STEM Education</p>

Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level

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Incorporation of pre-engineering lessons into secondary science classrooms

Cited by 25 publications

References 8 publications

The differential effects of pre-engineering curricula on middle School Students&#x2019; attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students&#x2019; attitudes to and knowledge of engineering careers

<p>Advancing the “E” in K-12 STEM Education</p>

Graduate Biomedical Engineers Teaching Interdisciplinary Science Through Design at the K-12 Level

Contact Info

Product

Resources

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The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers