Engineering

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format.

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.

We are developing case studies of specific types of teacher-supported conversation in which students are asked to consider design decision-making not just as a technical task, but as a complex socio-technical activity with ethical, economic, and political dimensions. Our work foregrounds a perspective of care in students’ engineering discourse and builds on emerging frameworks exploring compassionate design, macroethics and ideology, and critical socio-technical literacy. In this paper and its related poster, we summarize our first year of design talk enactments and analysis.

We are developing case studies of specific types of teacher-supported conversation in which students are asked to consider design decision-making not just as a technical task, but as a complex socio-technical activity with ethical, economic, and political dimensions. Our work foregrounds a perspective of care in students’ engineering discourse and builds on emerging frameworks exploring compassionate design, macroethics and ideology, and critical socio-technical literacy. In this paper and its related poster, we summarize our first year of design talk enactments and analysis.

To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. We adopted a qualitative case study design to address the research question, What is the process of team co-construction of instructional materials that emphasize learning through both science investigation and engineering design? The paper outlines the first year of our team co-construction activities involving the design, implementation, and evaluation of instructional materials for secondary science.

We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions.

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction.