Introducing middle school students to engineering principles and the engineering design process through an academic summer program
- Autores: Linda S. Hirsch, Suzanne Berliner-Heyman, Jacqueline L. Cusack
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. Extra 1 (Parte B), 2017 (Ejemplar dedicado a: Current Trends in K-12 Engineering Education), págs. 398-407
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Forty-seven 5th, 6th and 7th grade students from traditionally underserved and typically underrepresented populationsparticipated in a two-week residential engineering program, The ExxonMobil Bernard Harris Summer Science Camp atNew Jersey Institute of Technology during the summer of 2015. Working in small cooperative groups, students wereintroduced to the Engineering Design Process, taught how to apply the process in developing and testing a prototype andreceived instruction in how to keep an engineering logbook. Results of evaluations indicate that, in addition to significantincreases in Science, Technology, Engineering and Mathematics content knowledge, students showed significant increasesin their attitudes toward science, mathematics and engineering and demonstrated increased knowledge about careers inengineering and an understanding of the engineering design process at the conclusion of the program.Arubric has beendeveloped to evaluate students’ understanding and application of the engineering design process. Correlations amongstudents’ responses to content knowledge pre/post tests and the rubric have been found. The Draw an Engineer Test wasalso used as a more qualitative assessment of what students think engineers actually do and to capture cognitive changes intheir perceptions of engineers as a result of attending the camp.
