scholarly journals Analisis Unsur Engineering Pada Pengembangan Pembelajaran STEAM Untuk Anak Usia Dini

2020 ◽  
Vol 1 (4) ◽  
pp. 211
Author(s):  
Astri Ajeng Lestari ◽  
Edi Hendri Mulyana ◽  
Dindin Abdul Muiz
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Research ◽  
Educational Design ◽  
Educational Design Research ◽  
Engineering Design Process

Unsur Engineering pada kegiatan Pembelajaran STEAM belum diterapkan di TK IP Assalam, hal ini terjadi karena Pendidik belum mengetahui kegiatan Pembelajaran STEAM. Tujuan dari Penelitian ini yaitu untuk menganalisis Rancangan Unsur Engineering pada Pengembangan Pembelajaran STEAM Subtema Kendaraan Darat untuk Anak Usia Dini. Alasan dilaksanakannya penelitian ini yaitu untuk menganalisis setiap unsur yang terdapat pada STEAM, sehingga Pembelajaran STEAM dapat dilaksanakan secara optimal. Penelitian ini menggunakan metode Educational Design Research dengan mengunakan tahap penelitian menurut McKenney & Reeves, yaitu: 1) Tahap Analisis dan Eksplorasi dan 2) Tahap Desain dan Konstruksi. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dokumentasi, dan validasi. Hasil penelitian menunjukkan bahwa kegiatan pembelajaran yang dilaksanakan di TK IP Assalaam belum menggunakan model Pembelajaran STEAM, dikarenakan pendidik belum mengetahui kegiatan Pembelajaran STEAM, sehingga peneliti merancang kegiatan Pembelajaran STEAM untuk Anak Usia Dini. Rancangan kegiatan pembelajaran yang dikembangkan mengandung unsur Engineering dan relevan dengan Kompetensi Dasar dan Indikator Pencapaian yang sesuai dengan kurikulum 2013. Analisis kelayakan pada Unsur Engineering dalam Pembelajaran STEAM Subtema Kendaraan Darat untuk Anak Usia Dini, layak diujicobakan karena kegiatan Pembelajaran yang dirancang sesuai dengan langkah-langkah pembelajaran STEAM yaitu Ask, Imange, Try, Try Again dan sesuai dengan langkah-langkah Engineering Design Process yaitu Ask, Image, Plan, Try, dan Try Again. Adapun Aspek yang dikembangkan dari Unsur Engineering yaitu Kognitif, Bahasa dan Fisik Motorik.

scholarly journals COGNITION AND TRANSDISCIPLINARY DESIGN: AN EDUCATIONAL FRAMEWORK FOR UNDERGRADUATE ENGINEERING DESIGN CURRICULUM DEVELOPMENT

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Mehwish Butt ◽  
Suzanne Kresta ◽  
Jason Carey ◽  
Loren Wyard-Scott ◽  
...  
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Design Process ◽  
Design Research ◽  
Efficient Solutions ◽  
Design And Development ◽  
Engineering Product ◽  
Common Basis ◽  
Engineering Design Process ◽  
Interdisciplinary Problems

 Abstract - Contemporary engineering product design and development no longer adheres to the boundaries of a single discipline and has become tightly integrated, often relying on interaction of multiple disciplines for completion of integrated product design projects. In order to design these products, design and development practice has transcended the discipline boundaries to become a transdisciplinary engineering design process. A collaboration of specialists from different engineering disciplines is required to develop efficient solutions to interdisciplinary problems of product design. Despite this shift from mono-disciplinary to transdisciplinary, the engineering design curriculum remains focused on teaching discipline specific design practice through skill based subject specific pedagogy with a limited emphasis on the importance of design process and transdisciplinarity in the design process. As a result, new graduates starting in design and development organizations face a difficulty finding a common basis of understanding of disciplines’ interactions and must go through a process of often implicit ‘onboarding’ to understand the transdisciplinary engineering design process. This can be avoided by developing and adapting undergraduate design process education in line with industrial demands. This paper proposes a theoretical framework based on empirical engineering design research in industry, educational psychology and teaching approaches such as Bloom’s Taxonomy and Kolb’s Model of Experiential Learning for developing the core elements of a transdisciplinary engineering design process curriculum.

scholarly journals Teachers as actors in an educational design research: What is behind the generalized formula?

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Helén Elisabeth, Kristina Sterner
Keyword(s):  
Design Process ◽  
Design Research ◽  
Linear Equations ◽  
Theoretical Understanding ◽  
Educational Design ◽  
Theoretical Concepts ◽  
Educational Design Research ◽  
Teachers And Students ◽  
Theoretical Frame ◽  
Continued Learning

Educational design research provides opportunities for both the theoretical understanding and practical explanations of teaching. In educational design research, mathematics teachers’ learning is essential. However, research shows that little consideration is given to teachers and the participation of teachers throughout the entire design process as well as in continued learning. With this in mind, an educational teacher-focused design research was used to explore the challenges teachers face and the opportunities teachers are given when they participate as actors in all the phases of educational design research - designing, teaching, and refining theoretical concepts within the teaching. In this study, the mathematics focus of the design research was generalizations in patterns with Design Principles as the theoretical frame. The results show that the participation of teachers in all the phases of a design process is central for the teachers’ learning. Moreover, challenges that the teachers encounter in the classroom provide opportunities and consequences for the continued design process and lead to changes in the teachers’ understanding of generalizations. The results also indicate that functional thinking and linear equations contributed to both the teachers’ and students’ learning about generalizations in patterns.

scholarly journals Simulation research and design: a dual-level framework for multi-project research programs

2020 ◽  
Author(s):  
Maximilian C. Fink ◽  
Anika Radkowitsch ◽  
Elisabeth Bauer ◽  
Michael Sailer ◽  
Jan Kiesewetter ◽  
...  
Keyword(s):  
Design Process ◽  
Design Research ◽  
Research Committee ◽  
Educational Design ◽  
Simulation Research ◽  
Research Programs ◽  
Educational Design Research ◽  
Simulation Based ◽  
Research And Design ◽  
Practical Level

AbstractCollaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

Designing a creative programming unit within the elementary school core curriculum

2020 ◽  
Author(s):  
Yumiko Murai ◽  
Ryohei Ikejiri ◽  
Yuhei Yamauchi ◽  
Ai Tanaka ◽  
Seiko Nakano
Keyword(s):  
Core Curriculum ◽  
Design Research ◽  
Empirical Studies ◽  
School Curriculum ◽  
Educational Design ◽  
Current Trends ◽  
Educational Design Research ◽  
Creative Learning ◽  
Uncertain Future ◽  
The Impact

Cultivating children’s creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaging in problem solving. While current trends in education, such as maker movements and computer science education, are dramatically expanding children’s opportunities for engagement in creative learning, comparatively few empirical studies explore how creative learning can be integrated into the school curriculum. The educational design research described in this paper focuses on a curriculum unit that enables students to engage with creative learning through computer programming activities while meeting curriculum goals. The data provided in this paper were drawn from three classroom tryouts, the results of which were used to drive an iterative design process. This paper also shares several insights on the impact of creative learning in curriculum teaching.

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

The Roles of Features and Abstraction in Mechanical Design

1994 ◽  
Author(s):  
LeRoy E. Taylor ◽  
Mark R. Henderson
Keyword(s):  
Life Cycle ◽  
Engineering Design ◽  
Design Process ◽  
Design Research ◽  
Mechanical Design ◽  
Product Modeling ◽  
Product Models ◽  
Mechanical Products ◽  
Unique Framework ◽  
The Relationship

Abstract This paper describes the roles of features and abstraction mechanisms in the mechanical design process, mechanical designs, and product models of mechanical designs. It also describes the relationship between functions and features in mechanical design. It is our experience that many research efforts exist in the areas of design and product modeling and, further, that these efforts must be cataloged and compared. To this end, this paper culminates with the presentation of a multi-dimensional abstraction space which provides a unique framework for (a) comparing mechanical engineering design research efforts, (b) relating conceptual objects used in the life cycle of mechanical products, and (c) defining a product modeling space.

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

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.

Sign in / Sign up

Export Citation Format

Share Document