K-12 Teacher Internships: Professional Development in the Engineering Design Process and STEM Learning

The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments.

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Board # 87 : Employing Applied Creativity and the Engineering Design Process in the Development of K-12 STE(A)M Curriculum (Work in Progress)

10.18260/1-2--27944 ◽

2018 ◽

Author(s):

Brett Doudican ◽

Margaret Pinnell ◽

Brian LaDuca

Keyword(s):

Engineering Design ◽

Design Process ◽

Work In Progress ◽

Engineering Design Process ◽

K 12

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The Role of Experiential Learning and Engineering Design Process in K-12 Stem Education

International Journal of Education and Practice ◽

10.18488/journal.61.2020.84.720.732 ◽

2020 ◽

Vol 8 (4) ◽

pp. 720-732

Author(s):

Nguyen Tien Long ◽

Nguyen Thi Hoang Yen ◽

Nguyen Van Hanh

Keyword(s):

Experiential Learning ◽

Engineering Design ◽

Design Process ◽

Stem Education ◽

Engineering Design Process ◽

K 12

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Exploring and Engaging in Music Innovation Through the Engineering Design Process

General Music Today ◽

10.1177/1048371320942282 ◽

2020 ◽

Vol 34 (1) ◽

pp. 43-48

Author(s):

Brittany Nixon May

Keyword(s):

Engineering Design ◽

Design Process ◽

Real World ◽

General Music ◽

Music Curriculum ◽

Systematic Process ◽

Engineering Design Process ◽

Design Solutions ◽

K 12 ◽

Real World Problems

The purpose of integrating engineering into the K-12 curriculum is to engage students in using a systematic process to design solutions to real-world problems. The engineering design process is a series of steps that guide engineers to solve problems and can be integrated into the general music curriculum to provide students with opportunities to explore and engage in music innovation.

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Teachers’ Thoughts on Student Decision Making During Engineering Design Lessons

Education Sciences ◽

10.3390/educsci8010009 ◽

2018 ◽

Vol 8 (1) ◽

pp. 9 ◽

Cited By ~ 6

Author(s):

Helen Meyer

Keyword(s):

Professional Development ◽

Decision Making ◽

Engineering Design ◽

Design Process ◽

Development Program ◽

Study Data ◽

Decision Making Process ◽

Engineering Design Process ◽

Process Study ◽

Challenge Based Learning

In this paper, I share the results of a study of teachers’ ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests teachers should provide opportunities for students to make decisions throughout the design process. The differentiation consolidation decision-making framework was used to understand the decision-making process. Study data was gathered from 16 teacher participants, interviewed and surveyed at entry into the program. The data were analyzed to understand the kinds of decision-making activities the teachers’ identified as possible for students to make based on eleven engineering design scenarios and the teachers’ current use of, and confidence in applying, lessons that engaged students in decision-making. The results indicated the teachers most frequently identified students that engaged in stage one decisions-making activities, i.e., problem identification and clarification. When the teachers discussed stage two and stage three decision-making activities, they most frequently discussed general problem solving or design process type activities with little differentiation of specific details of how the decision-making was to take place. In addition, in most cases teachers did not mention teaching or supporting student decision-making strategies.

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