Developing Engineering Skills in Secondary Students Through STEM Project Based Learning

2020 ◽  
pp. 257-267
Author(s):  
Miguel Ángel Queiruga-Dios ◽  
Emilia López-Iñesta ◽  
María Diez-Ojeda ◽  
María Consuelo Sáiz-Manzanares ◽  
José Benito Vázquez Dorrío
Keyword(s):  
Secondary Students ◽  
Project Based Learning

scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

Exploring junior secondary students’ plagiarism behavior

2016 ◽  
Vol 50 (4) ◽  
pp. 361-373 ◽  
Author(s):  
Alice H.W. Yeung ◽  
Connie B.L. Chu ◽  
Samuel Kai-Wah Chu ◽  
Charmaine K.W. Fung
Keyword(s):  
Secondary Students ◽  
Information Literacy ◽  
Academic Integrity ◽  
Information Needs ◽  
School Curriculum ◽  
Project Based Learning ◽  
Technological Advancement ◽  
Structured Interviews ◽  
Junior Secondary ◽  
Potential Factors

Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.

scholarly journals The Integration of University with High School Through an Experience Using Pjbl

2019 ◽  
Vol 6 ◽  
pp. 45-62
Author(s):  
Luciano Marins ◽  
Edson De Paula Carvalho ◽  
Walkiria Silva Soares Marins ◽  
Douglas Do Couto Soares ◽  
Francilaine Calixto Gouveia
Keyword(s):  
Information Systems ◽  
Secondary Students ◽  
United Arab Emirates ◽  
Performance Test ◽  
Project Based Learning ◽  
University Center ◽  
The World ◽  
Land Rover ◽  
The University ◽  
Marketing Actions

The present work describes an exchange of experiences among students of the State School CIEP 291 - Dom Martinho Schlude in the City of Pinheiral, RJ, with the Advertising and Propaganda students, Information Systems and Engineering of the University Center of Volta Redonda (UniFOA) during a period of six months. The partnership arose due to a school´s need to develop some actions to participate in the Jaguar Land Rover Competition, 4x4 in Schools Technology Challenge. The challenge required technological changes in a prototype of a 4x4 vehicle approximately 20 cm long, 10 cm wide and 10 cm high. A micro-enterprise was create, with a logo and marketing actions, approaching an entrepreneurial vision. All actions taken were on display on a given day through verbal presentations and visualization of the team's booth. In addition to fulfill these needs, each team were evaluate on the performance test of the prototype in an obstacle course to take time. A partnership with UniFOA  was created to assist in project development and support in the area of technology, strategy and marketing. Companhia Siderúrgica Nacional (CSN) led the industry's support in research and development for strategic planning for the team's actions. The students of the courses of Design, Information Systems, Advertising and Propaganda and Electrical and Mechanical Engineering assigned two hours a week for approximately six months to a technical monitoring involving the needs of the Team.          In the end, the secondary students were able to elaborate all the necessary requirements according to the regulation participating in the National Stage and later of the World Stage. The UniFOA students were able to apply the concepts using Project Based Learning as a methodology fulfilling the role of the university in the society that is to produce knowledge, generate critical thinking, organize and articulate knowledge, forming citizens and professionals. The experience was very enriching providing for all involved strengthening of numerous cognitive and socio emotional skills. As a result of the project, the AUTO291 team was the champion in the National Stage, conquering the opportunity to represent the country in the world event, being the champion team in the category of "Best Media Dissemination" and was among the top three in the "in Abu Dhabi, United Arab Emirates..  

scholarly journals Building The Students of 21st learning Century Skill Using PBL (Project Based Learning) on Millennial Generation of Secondary students of SMPN 07 Tangerang in 2013 Curriculum

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Muhammad Abduh Almanar
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Millennial Generation ◽  
Secondary School Students ◽  
Language Use ◽  
Project Based Learning ◽  
Ministry Of Education ◽  
School Students

Project-based learning (PBL) is a well-known method and technique to enhance and support the program of 21st learning century in curriculum 2013. Therefore, competences, goals and skills are in line with the main purpose of the application of curriculum 2013 which implementation in Indonesia is agreed by Indonesia Ministry of Education. The concept of making a poster and classification of “Save Indonesia” as the theme of the poster is used to pose a problem to Secondary School students in Indonesia. Though, the topic is important to relate the standard competences of curriculum 2013 to the use of the PBL in learning. The students are put in some groups and given a project to solve by solving the problem using appropriate language use based on the indicator of the competences.

scholarly journals The Interaction of Gender and Pedagogy on Learning Motivations in a Secondary PBL Mathematics Classroom

2020 ◽  
Vol 1 (2) ◽  
pp. p103
Author(s):  
Vicki-Lynn Holmes ◽  
Yooyeun Hwang ◽  
Shelia McGee Ingram
Keyword(s):  
Academic Achievement ◽  
Secondary Students ◽  
Help Seeking ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Interactive Effects ◽  
Study Results ◽  
And Gender ◽  
And Control

The purpose of this study was to investigate the interactive effects of gender, learning motivations, and pedagogy (Project-Based Learning [PBL] and conventional) on secondary mathematics learning. In order to measure their academic achievement and learning motivations, 165 secondary students were given a state standardized mathematics test and the Motivated Strategies for Learning Questionnaire. Study results indicated that pedagogy and gender had no impact on academic achievement. Pedagogy played a stronger role in rehearsal, peer learning, and task value. Gender played a stronger role in test anxiety, organization, help seeking, and control of learning. PBL students seemed to value and actively engage in the mathematics more than did the conventional students.

Aquaponics Project-Based Learning at the Secondary School Level

2019 ◽  
pp. 276-287
Author(s):  
M. Beth Hopkins ◽  
Hannah Twana McKinney ◽  
Susan Saam ◽  
G. Edward Ball ◽  
Lauren Murr ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Authentic Learning ◽  
Situational Interest ◽  
Project Based Learning ◽  
School Level ◽  
Individual Interest ◽  
Secondary School Level ◽  
Powerful Means ◽  
The Individual

Authentic learning is a powerful means of creating a reason for why the information being learned is important to the older student. Situational interest stems from being stimulated by new things. However, as children grow mentally and emotionally, situational interest is replaced by individual interest. As educators, we often focus on the situational interest to quickly focus our students, but it is the individual interest that makes the learning applicable to the student that is most needed by secondary students. Authentic learning bridges these two interests. It is the purpose of this chapter to present ideas of project-based learning in the authors' secondary school that addresses the “need to know” through cross-curricular instruction and authentic learning.

Relationship Between Entrepreneurship Education, Entrepreneurial Mindset, and Career Readiness in Secondary Students

2020 ◽  
Vol 43 (3) ◽  
pp. 277-298 ◽  
Author(s):  
Sophia Rodriguez ◽  
Hannah Lieber
Keyword(s):  
Secondary Students ◽  
Career Success ◽  
Positive Association ◽  
Entrepreneurship Education ◽  
The United States ◽  
Project Based Learning ◽  
Career Readiness ◽  
Noncognitive Skills ◽  
Education Programs ◽  
The Impact

Background: Career-focused education programs in the United States increasingly emphasize 21st century workplace readiness. These programs use project-based learning to develop a holistic, noncognitive skillset linked to an entrepreneurial mindset. Purpose: This study assesses the relationship between entrepreneurial mindset development and students in entrepreneurship education programs compared with other career-focused academies. Methodology/Approach: Using a quasi-experimental design, entrepreneurial mindset was measured in two matched groups of students from underserved communities at the beginning and end of the school year. Additional analyses were conducted to assess the impact of career-focused education on student outlook of career readiness. Findings/Conclusions: Students in entrepreneurship education showed an overall statistically significant increase in entrepreneurial mindset, specifically in communication and collaboration, opportunity recognition, and critical thinking and problem-solving. Moreover, there was a positive association between entrepreneurial mindset gains and perceptions of future career success. Implications: This study paves the way for more rigorous research on linkages between career-focused education and noncognitive skills and suggests that entrepreneurship education may be effective in developing noncognitive skills linked to career success.

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