Engineering

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter: 
Stephanie M. Stehle
Erin E. Peters-Burton
Lead Organization(s): 
Year: 
2019
Short Description: 
This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design

Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Author/Presenter: 
Juan Zheng
Wanli Xing
Gaoxia Zhu
Guanhua Chen
Henglv Zhao
Charles Xie
Lead Organization(s): 
Year: 
2019
Short Description: 
This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

The Impact of Engineering Curriculum Design Principles on Elementary Students’ Engineering and Science Learning

The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

Author/Presenter: 
Christine M. Cunningham
Cathy P. Lachapelle
Robert T. Brennan
Gregory J. Kelly
Chris San Antonio Tunis
Christine A. Gentry
Year: 
2019
Short Description: 
This article reports an efficacy study of an elementary engineering curriculum, Engineering is Elementary, that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

Conceive Design Implement Operate Initiative 16th International CDIO Conference; Bangkok, Thailand

Event Date: 
Tue, 06/09/2020 (All day) to Thu, 06/11/2020 (All day)
Associated Dates and Deadlines: 

To learn more, visit http://www.cdio2020.chula.ac.th/

Event Type: 
Discipline / Topic: 

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