Not just for nerds: Embedding science activities within a Design, Engineering, and Technology (DET) environment

Dale Baker, Senay Yasar, Sharon Kurpius, Stephen Krause, Chell Roberts

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Citation (Scopus)

Abstract

Design, Engineering, and Technology (DET) holds the promise of interesting students in STEM (science, technology, engineering, and math) careers and developing a better understanding of STEM in their own lives. However, the current K-12 curriculum devotes little time to DET concepts despite their being addressed in the National Science Education Standards. This paper presents data from a DET course developed for science education graduate students which uses the existing curriculum for introducing DET into the classroom. Data from lesson plans, weekly reflections on readings, trial activities in K-12 classrooms, and focus groups tracked changes in understanding DET and the ability to embed DET into existing science activities. Data was coded using qualitative techniques and a rubric with six categories (engineering as a design process, gender and diversity, social relevance of engineering, technical self-efficacy, tinkering self-efficacy, and transfer to the classroom) that measured achievement of course goals. Understanding and progression of metacognition was linked to instructional activities and readings.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
Volume2
StatePublished - 2004
Event34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE - Savannah, GA, United States
Duration: Oct 20 2004Oct 23 2004

Other

Other34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE
CountryUnited States
CitySavannah, GA
Period10/20/0410/23/04

Fingerprint

Engineering technology
Curricula
Education
Students

Keywords

  • Design process
  • K-12 curriculum
  • Metacognition
  • Rubric

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Baker, D., Yasar, S., Kurpius, S., Krause, S., & Roberts, C. (2004). Not just for nerds: Embedding science activities within a Design, Engineering, and Technology (DET) environment. In Proceedings - Frontiers in Education Conference, FIE (Vol. 2)

Not just for nerds : Embedding science activities within a Design, Engineering, and Technology (DET) environment. / Baker, Dale; Yasar, Senay; Kurpius, Sharon; Krause, Stephen; Roberts, Chell.

Proceedings - Frontiers in Education Conference, FIE. Vol. 2 2004.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Baker, D, Yasar, S, Kurpius, S, Krause, S & Roberts, C 2004, Not just for nerds: Embedding science activities within a Design, Engineering, and Technology (DET) environment. in Proceedings - Frontiers in Education Conference, FIE. vol. 2, 34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance Learning - Conference Proceedings, FIE, Savannah, GA, United States, 10/20/04.
Baker D, Yasar S, Kurpius S, Krause S, Roberts C. Not just for nerds: Embedding science activities within a Design, Engineering, and Technology (DET) environment. In Proceedings - Frontiers in Education Conference, FIE. Vol. 2. 2004
Baker, Dale ; Yasar, Senay ; Kurpius, Sharon ; Krause, Stephen ; Roberts, Chell. / Not just for nerds : Embedding science activities within a Design, Engineering, and Technology (DET) environment. Proceedings - Frontiers in Education Conference, FIE. Vol. 2 2004.
@inproceedings{15feffc3c5d8459f9616efc984c0f7ba,
title = "Not just for nerds: Embedding science activities within a Design, Engineering, and Technology (DET) environment",
abstract = "Design, Engineering, and Technology (DET) holds the promise of interesting students in STEM (science, technology, engineering, and math) careers and developing a better understanding of STEM in their own lives. However, the current K-12 curriculum devotes little time to DET concepts despite their being addressed in the National Science Education Standards. This paper presents data from a DET course developed for science education graduate students which uses the existing curriculum for introducing DET into the classroom. Data from lesson plans, weekly reflections on readings, trial activities in K-12 classrooms, and focus groups tracked changes in understanding DET and the ability to embed DET into existing science activities. Data was coded using qualitative techniques and a rubric with six categories (engineering as a design process, gender and diversity, social relevance of engineering, technical self-efficacy, tinkering self-efficacy, and transfer to the classroom) that measured achievement of course goals. Understanding and progression of metacognition was linked to instructional activities and readings.",
keywords = "Design process, K-12 curriculum, Metacognition, Rubric",
author = "Dale Baker and Senay Yasar and Sharon Kurpius and Stephen Krause and Chell Roberts",
year = "2004",
language = "English (US)",
volume = "2",
booktitle = "Proceedings - Frontiers in Education Conference, FIE",

}

TY - GEN

T1 - Not just for nerds

T2 - Embedding science activities within a Design, Engineering, and Technology (DET) environment

AU - Baker, Dale

AU - Yasar, Senay

AU - Kurpius, Sharon

AU - Krause, Stephen

AU - Roberts, Chell

PY - 2004

Y1 - 2004

N2 - Design, Engineering, and Technology (DET) holds the promise of interesting students in STEM (science, technology, engineering, and math) careers and developing a better understanding of STEM in their own lives. However, the current K-12 curriculum devotes little time to DET concepts despite their being addressed in the National Science Education Standards. This paper presents data from a DET course developed for science education graduate students which uses the existing curriculum for introducing DET into the classroom. Data from lesson plans, weekly reflections on readings, trial activities in K-12 classrooms, and focus groups tracked changes in understanding DET and the ability to embed DET into existing science activities. Data was coded using qualitative techniques and a rubric with six categories (engineering as a design process, gender and diversity, social relevance of engineering, technical self-efficacy, tinkering self-efficacy, and transfer to the classroom) that measured achievement of course goals. Understanding and progression of metacognition was linked to instructional activities and readings.

AB - Design, Engineering, and Technology (DET) holds the promise of interesting students in STEM (science, technology, engineering, and math) careers and developing a better understanding of STEM in their own lives. However, the current K-12 curriculum devotes little time to DET concepts despite their being addressed in the National Science Education Standards. This paper presents data from a DET course developed for science education graduate students which uses the existing curriculum for introducing DET into the classroom. Data from lesson plans, weekly reflections on readings, trial activities in K-12 classrooms, and focus groups tracked changes in understanding DET and the ability to embed DET into existing science activities. Data was coded using qualitative techniques and a rubric with six categories (engineering as a design process, gender and diversity, social relevance of engineering, technical self-efficacy, tinkering self-efficacy, and transfer to the classroom) that measured achievement of course goals. Understanding and progression of metacognition was linked to instructional activities and readings.

KW - Design process

KW - K-12 curriculum

KW - Metacognition

KW - Rubric

UR - http://www.scopus.com/inward/record.url?scp=21644458960&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=21644458960&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:21644458960

VL - 2

BT - Proceedings - Frontiers in Education Conference, FIE

ER -