Van Haneghan & Harlan design tasks
•Descargar como PPTX, PDF•
1 recomendación•474 vistas
Interest in integrated STEM curricula has grown recently, but there is little research on its impact. This presentation examines differences in performance on an engineering design assessment of 8th grade students who did or did not participate in a series of engineering focused modules during middle school as part of their regular curriculum. The students’ in the school that included the curriculum scored higher on three of four dimensions measured on the scoring rubric: Depth of thinking, expertise needed to create a solution, and the use and interpretation of data. These outcomes were independent of the student’s fifth grade achievement level. The implications of these results for the integrated STEM curriculum student and for assessing engineering design process are discussed.
Recomendados
Recomendados
Más contenido relacionado
Destacado
Destacado (15)
Similar a Van Haneghan & Harlan design tasks
Similar a Van Haneghan & Harlan design tasks (20)
Último
Último (20)
Van Haneghan & Harlan design tasks
- 1. The Impact of Engineering Focused Modules on the Engineering Design Knowledge of 8th Graders James P. Van Haneghan & Jessica M. Harlan University of South Alabama Melissa D. Dean Mobile Area Education Foundation This material was partially supported by NSF Award DRL- 0918769. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
- 2. Engaging Youth through Engineering Classroom-based integrated STEM experiences Implemented by math and science teachers
- 6. Theoretical Foundations Bailey & Szabo, 2006 Critical analysis of the design process Atman, et al., 2008 Depth and breadth of thinking about complex environmental problems Bransford & Schwartz, 1999 Transfer as preparation for future learning
- 7. 8th Grade Task How could this happen? Common injury New kind of seatbelt? Julie’s grandmother is in a car accident and breaks several ribs
- 8. Depth & breadth of thinking Team skills & expertise needed Critique of another’s design Use of research & data Engineering Habits of Mind
- 9. Rubric Scoring 0 1 2 3 No response or irrelevant response Integrates & applies engineering design principles
- 10. On 3 of 4 dimensions, participating students scored higher than comparison students 0 1 2 3 Use of research & data** Critique of another’s design** Team skills & expertise needed Depth & breadth of thinking* Comparison Participating *p < .02 **p < .005
- 11. Overall, participating students performed better on the task 0 2 4 6 8 10 12 Total Score Comparison Participating *p = .011
- 12. Other findings Importance of teaming skills Gender and ethnicity differences Critiquing design Ethnicity difference
- 13. Conclusions Curriculum creates experiences that transfer to novel situations Notion of transfer of learning to new tasks seems to be of value
- 14. Transfer of Learning Need further development & investigation Multi-site study New administration methods Examine across age & experience
- 15. Questions? James Van Haneghan: jvanhane@southalabama.edu Jessica Harlan: jmh1324@jagmail.southalabama.edu Melissa Dean: mdean@maef.net
Notas del editor
- Engineering is the “hook” to teach core math and science concepts Kids experience the modules in 6, 7, 8 grades
- Each module uses engineering to teach concepts in other areas. In this module, students are creating wind turbines for renewable energy
- In this 8th grade module, students are creating a biodegradable hockey puck made out of biodegradable plant based plastic. As you can see, while each module includes work in each STEM area, the content differs dramatically from module to module.
- Common thread is design process Multiple grade level modules Different areas of engineering Different math and science content
- Students are asked to write out their responses to four sets of prompts that are intended to measure four dimensions of what we’ve called “engineering habits of mind” What needs to be known before beginning? What skills & expertise are needed on the team? Another team tried to solve this. What did they do well? What did they do poorly? How could you use given data to solve the problem? What other research/data would be useful?
- Score responses on each dimension using a detailed rubric, where responses can range from 0 to 3
- Note that the use of research and data dimension was particularly low – this was the only dimension where we saw an impact for ethnicity Black students performed lower on this dimension across schools
- If students had gotten all of the points available on each dimension, they could have earned a total of 12 points. Although they performed nowhere near peak, the participating students obtained more points overall than did the comparison group students.
- Importance of teaming skills Girls mentioned this more than boys Black students at participating school mentioned this more than at comparison school Critiquing design Black students at participating school identified something the team did well more often
- While we hope that this is a general thread or skill, we still need to show that there’s an underlying construct among different sets of these tasks – performance across contexts, different levels of expertise