Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking

Abstract Background This study focuses on probing preservice technology teachers’ cognitive structures and how they construct engineering design in technology-learning activities and explores the effects of infusing an engineering design process into science, technology, engineering, and mathematics (STEM) project-based learning to develop preservice technology teachers’ cognitive structures for engineering design thinking. Results The study employed a quasi-experimental design, and twenty-eight preservice technology teachers participated in the teaching experiment. The flow-map method and metalistening technique were utilized to enable preservice technology teachers to create flow maps of engineering design, and a chi-square test was employed to analyze the data. The results suggest that (1) applying the engineering design process to STEM project-based learning is beneficial for developing preservice technology teachers’ schema of design thinking, especially with respect to clarifying the problem, generating ideas, modeling, and feasibility analysis, and (2) it is important to encourage teachers to further explore the systematic concepts of engineering design thinking and expand their abilities by merging the engineering design process into STEM project-based learning. Conclusions The findings of this study provide initial evidence on the effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. However, further work should focus on exploring how to overcome the weaknesses of preservice technology teachers’ engineering design thinking by adding a few elements of engineering design thinking pedagogy, e.g., designing learning activities that are relevant to real life.

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Using DIME maps and STEM project-based learning to teach physics

Interactive Technology and Smart Education ◽

10.1108/itse-07-2020-0109 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Michael S. Rugh ◽

Donald J. Beyette ◽

Mary Margaret Capraro ◽

Robert M. Capraro

Keyword(s):

Educational Technology ◽

High School Students ◽

Engineering Design ◽

Design Process ◽

Teaching Method ◽

Slow Motion ◽

Project Based Learning ◽

School Students ◽

Content Type ◽

Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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An Integrated Engineering Agriculture STEM Program

Volume 9: Engineering Education ◽

10.1115/imece2020-23584 ◽

2020 ◽

Author(s):

Mohamed Gharib ◽

Tala Katbeh ◽

G. Benjamin Cieslinski ◽

Brady Creel

Keyword(s):

Developing Countries ◽

Critical Thinking ◽

Engineering Design ◽

Design Process ◽

Project Based Learning ◽

Instructional Materials ◽

Stem Fields ◽

Problem Solving Skills ◽

Engineering Design Process ◽

Hands On

Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise in agriculture, environmental science, life sciences and sustainability to support the agriculture industry, which is working to secure independent sources of food for their population. New interventions must be devised to stimulate broader interest in STEM fields while also increasing students’ academic readiness for advanced studies in those areas. To target the requirement of increasing people’s competencies in STEM fields, various programs have been created and designed to inspire and broaden students’ inquisitiveness toward STEM. This paper presents an integrated science-engineering program, called Qatar Invents, designed to support and enhance students’ learning of science concepts while also increasing students’ understanding of global challenges in food and water security. This goes with close connection to the desire to increase in the domestic production of agricultural resources in developing countries in recent years. Qatar Invents would engage students into learning and applying fundamental engineering skills onto relatable real-world issues: namely, in the design of hydroponics systems. Qatar Invents challenges students to develop critical thinking and problem solving skills in solving modern problems through the use of the engineering design process. With hands-on challenges, modeling, and communication training, students are motivated to tackle problems related to food security where they create hydroponics projects. Qatar Invents’ learning objectives included: teamwork, using proper toolbox skills, understanding what is engineering, the process of brainstorming, creating successful innovative designs, building prototypes, and developing presentation skills. Throughout this program, the participants were equipped with hands-on knowledge and critical thinking skills that helped them achieve their objectives. Utilizing the engineering design process, the students worked in small teams to brainstorm ideas and create inventions. The topics covered during the program included the importance of an engineering notebook and documentation, principals of engineering graphics, basics of agricultural science, foundations of hydroponics, the brainstorming practice, generating a decision matrix, proof of concept, and pitching ideas. At the end of the program, the students came up with novel solutions to serious problems wherein unique hydroponics projects were produced and presented to a panel of experts. This program attempts to build bridges between developing countries’ STEM education pipeline and the new demand of talent in the agriculture sector. All pertinent details including the preparation, instructional materials, prototyping materials, and case studies are presented in this paper.

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Work in Progress: Incorporating the Engineering Design Process to Solve Real-Life Programming Problems in an Introductory Engineering Course

10.18260/1-2--29163 ◽

2018 ◽

Author(s):

Aidsa Santiago-Román ◽

Jairo Agudelo ◽

Arturo Ponce

Keyword(s):

Engineering Design ◽

Design Process ◽

Real Life ◽

Work In Progress ◽

Engineering Design Process ◽

Introductory Engineering Course

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Learning Activities to Promote the Concept of Engineering Design Process for Grade 10 Students’ Ideas about Force and Motion through Predict-Observe-Explain (POE)

Journal of Physics Conference Series ◽

10.1088/1742-6596/1340/1/012081 ◽

2019 ◽

Vol 1340 ◽

pp. 012081

Author(s):

Somsak Bunprom ◽

Jiraporn Tupsai ◽

Chokchai Yuenyong

Keyword(s):

Engineering Design ◽

Design Process ◽

Learning Activities ◽

Engineering Design Process ◽

Force And Motion

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UX e Design Inovação: evoluções metodológicas no processo de construção de apps

Design e Tecnologia ◽

10.23972/det2021iss23pp116-126 ◽

2021 ◽

Vol 11 (23) ◽

pp. 116-126

Author(s):

Letícia Vasconcelos Morais Garcez ◽

Ana Lya Moya Ferrari ◽

Isabela Sousa Guimarães ◽

Galdenoro Botura Jr

Keyword(s):

Engineering Design ◽

Design Process ◽

Design Thinking ◽

Process Engineering ◽

Engineering Design Process ◽

Double Diamond

O presente estudo aborda questões metodológicas de projeto de design em que o usuário atua de maneira mais participativa, na etapa de teste. O objetivo dessa reflexão é apresentar uma experiência projetual de um aplicativo para smartphones que partiu de um exercício proposto em uma disciplina do Programa de Pós-Graduação em Design da Faculdade de Arquitetura, Artes e Comunicação e Design da Universidade Estadual Paulista, durante o primeiro semestre de 2019. A problemática levantada no presente estudo foi a gestão e o desperdício de alimentos em âmbito doméstico. Para o desenvolvimento do APP, utilizou-se em seu processo o Método das múltiplas convergências proposto por Barcellos (2020), que é uma adaptação e combinação ordenada entre o Design Process, Engineering Design Process, Double Diamond e Design Thinking. A metodologia direciona-se para o projeto-inovação, como uma ferramenta de avaliação e identificação de problemas e interação. Com isso, foram realizados durante o processo dois testes avaliativos diretamente com os usuários. Através dos feedbacks recebidos identificou-se algumas problemáticas e, requisitos projetuais foram alterados para atender com efetividade às diretrizes de UX. As mudanças realizadas puderam ser resolvidas antes do protótipo final do produto. Com relação a inovação do produto apresentado, (87,5%) participantes consideraram o produto muito inovador ou totalmente inovador, demonstrando boa adequação do produto proposto ao conceito e a problemática inicial do projeto. Entretanto, identifica-se que uma metodologia que apresente a etapa de criatividade, a entrega da ideia e o processo de testagem em pequenas partes, que são adicionadas e avaliadas de maneira frequente, acomodaria melhor o escopo do projeto em futuras etapas programáveis, se mostrando favorável para o aprofundamento desta pesquisa e de próximos estudos de caso.

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