Author: Leonard A. Annetta
Publisher: Springer
ISBN: 331916399X
Category : Science
Languages : en
Pages : 384

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Book Description
The need for a scientifically literate citizenry, one that is able to think critically and engage productively in the engineering design process, has never been greater. By raising engineering design to the same level as scientific inquiry the Next Generation Science Standards’ (NGSS) have signaled their commitment to the integration of engineering design into the fabric of science education. This call has raised many critical questions...How well do these new standards represent what actually engineers do? Where do the deep connections among science and engineering practices lie? To what extent can (or even should) science and engineering practices co-exist in formal and informal educational spaces? Which of the core science concepts are best to leverage in the pursuit of coherent and compelling integration of engineering practices? What science important content may be pushed aside? This book, tackles many of these tough questions head on. All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices? They answered with rich descriptions of pioneering approaches, critical insights, and useful practical examples of how embodying a culture of interdisciplinarity and innovation can fuel the development of a scientifically literate citizenry . This collection of work builds traversable bridges across diverse research communities and begins to break down long standing disciplinary silos that have historically often hamstrung well-meaning efforts to bring research and practice from science and engineering together in meaningful and lasting ways.

Author: Christina V. Schwarz
Publisher: NSTA Press
ISBN: 1941316956
Category : Education
Languages : en
Pages : 356

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Book Description
When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400

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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Author: National Research Council
Publisher: National Academies Press
ISBN: 030914471X
Category : Education
Languages : en
Pages : 595

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Book Description
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.

Author: Elizabeth Anne McBride
Publisher:
ISBN:
Category :
Languages : en
Pages : 112

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Book Description
It is often claimed that engineering projects improve student achievement in mathematics and science, but research on this topic has shown that many projects do not live up to the claim (Teacher Advisory Council, 2009). Ideally, undertaking a science project should be motivating, while also helping students to understand the interplay between science concepts (like energy transformation) and engineering design decisions. This dissertation research investigates ways to integrate engineering practices and science concepts (like energy transformation) in classroom settings. I investigate ways to integrate the Next Generation Science Standards (NGSS) science and engineering practices while simultaneously expanding the knowledge integration theory (Linn & Eylon, 2011). I refine knowledge integration design principles in classroom studies, comparing alternative forms of instruction where students integrate engineering design and science disciplinary concepts. I accomplish this by creating new technologies to support students in building solar ovens while testing their design ideas in an interactive computer model that connects science concepts and design decisions. When students build a physical model they may neglect the scientific basis for their decisions, instead focusing on details of construction that may be superficial rather than scientifically based. Educational tools, like interactive computer models, can help students connect science principles and design decisions by making mechanisms such as energy transformation visible. The NGSS envision that instruction would combine practices including modeling, data, analysis, computational thinking, and design to enable students to integrate their scientific and engineering ideas (NGSS Lead States, 2013). This research identifies optimal ways to integrate science and engineering practices by taking advantage of interactive models, automated guidance for student short essays, and supports for making evidence centered decisions. The investigations are guided by the knowledge integration theory and the results expand the theory into the engineering domain. In this dissertation, I present five empirical chapters. Each study uses a solar ovens curriculum in which students use a virtual model to design and explore energy transformation, then build and test a physical solar oven. These studies investigate ways to support students in integrating their ideas about energy transformation with ideas about engineering design. The first empirical chapter investigates how computer models function in hands-on curriculum to aid in the knowledge integration process. The second and third empirical chapters investigate supports for students while they use computer models. These chapters document how students interact with the model. Because the computer model aids in both design and reflection, there are three chapters devoted to investigations of how the computer model aids students in knowledge integration. A fourth empirical chapter investigates the non-normative, yet common, idea that shiny or dark objects “attract” light to them, causing them to heat up. I first collect data about the ideas students present around this non-normative idea, then present a method to automatically score student written responses for the presence of this idea. This automatic scoring algorithm could support the development of automated guidance that could then encourage students to refine their ideas. The fifth empirical chapter investigates two ways to frame the curriculum. Since the goal of this curriculum is to integrate both science content ideas and engineering design ideas, I investigate two different frameworks for presenting the curriculum – science-centered or engineering-centered. Together, these chapters suggest guidelines for the structure of hands-on projects that aim to teach both science concepts and engineering design. First, creating dynamic computer models that allow students to test their design ideas has proven useful in helping students integrate science disciplinary ideas and engineering practices. However, students need scaffolding to integrate these ideas and practices. To ensure that the virtual models inform student designs in a meaningful way (and vice versa), there should be careful consideration about when during the curriculum they are introduced. Including science content in a meaningful way and supporting the integration of science ideas is also critical for the success of projects that are intended to support the integration of science and engineering. To help students make sense of key scientific phenomena, designers need to identify ideas that are challenging for students to distinguish among, like that of light propagation (e.g., is light reflected, absorbed, or “attracted”?). Creating opportunities for students to follow the knowledge integration process is important with these types of ideas, in order to give students the opportunity to integrate their disparate and perhaps contradictory ideas. Specifically, students need to generate multiple ideas so that those ideas can be inspected, added to through the use of inquiry activities, and then they can distinguish among their entire corpus of ideas. This process helps students to make sense of their ideas; the addition of an engineering project provides further evidence for students to reflect upon. It is also important to consider the goals for learning when framing curriculum as either an engineering or a science project. Different ways of framing the same type of project may lead to different learning outcomes. If a project is framed around engineering design, students are likely to develop stronger engineering practices, but their understanding of scientific content may not be as deep. If a project is framed as a scientific investigation, students may integrate their science ideas, but not develop a strong sense of engineering practices.

Author: Ying-Shao Hsu
Publisher: Springer Nature
ISBN: 9811507686
Category : Science
Languages : en
Pages : 213

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Book Description
This book offers various perspectives on the complex and crosscutting concepts of the science, technology, engineering, and mathematics (STEM) disciplines in the classroom context. Presenting empirical studies, it reveals how researchers in the Asia-Pacific Region planned and implemented STEM education in the classroom. Further, it discusses the assessment of STEM learning to clarify what important elements should be included and how researchers and educators frame and design assessment tools. The book consists of four parts: potential and trends in STEM education; teachers’ practical knowledge for STEM teaching; STEM teaching practices; and assessment of STEM learning. Providing evidence on developing curriculums, implementing instructional practices and educating classroom teachers, it is intended for readers wanting to explore STEM education from multiple perspectives.

Author: Keith S. Taber
Publisher: Springer
ISBN: 9463007490
Category : Education
Languages : en
Pages : 606

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Book Description
"This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students – their core ‘course companion’ in science education."

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309499429
Category : Education
Languages : en
Pages : 261

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Book Description
Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States.

Author: Panayiotis Zaphiris
Publisher: Springer
ISBN: 331991152X
Category : Computers
Languages : en
Pages : 543

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Book Description
This two-volume set LNCS 10924 and 10925 constitute the refereed proceedings of the 5th International Conference on Learning and Collaboration Technologies, LCT 2018, held as part of the 20th International Conference on Human-Computer Interaction, HCII 2018, in Las Vegas, NV, USA in July 2018. The 1171 papers presented at HCII 2018 conferences were carefully reviewed and selected from 4346 submissions. The papers cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of applications areas. The papers in this volume are organized in the following topical sections: designing and evaluating systems and applications, technological innovation in education, learning and collaboration, learners, engagement, motification, and skills, games and gamification of learning, technology-enhanced teaching and assessment, computing and engineering education.​

Author: Bers, Marina
Publisher: IGI Global
ISBN: 1799873102
Category : Education
Languages : en
Pages : 362

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Book Description
Computational thinking is a lifelong skill important for succeeding in careers and life. Students especially need to acquire this skill while in school as it can assist with solving a number of complex problems that arise later in life. Therefore, the importance of teaching computational thinking and coding in early education is paramount for fostering problem-solving and creativity. Teaching Computational Thinking and Coding to Young Children discusses the importance of teaching computational thinking and coding in early education. The book focuses on interdisciplinary connections between computational thinking and other areas of study, assessment methods for computational thinking, and different contexts in which computational thinking plays out. Covering topics such as programming, computational thinking assessment, computational expression, and coding, this book is essential for elementary and middle school teachers, early childhood educators, administrators, instructional designers, curricula developers, educational software developers, researchers, educators, academicians, and students in computer science, education, computational thinking, and early childhood education.