Problem-based learning in K-12 engineering lessons: Supporting and scaffolding student learning (RTP)

Kimberly Farnsworth; Jean S. Larson

Problem-based learning in K-12 engineering lessons: Supporting and scaffolding student learning (RTP)

Kimberly Farnsworth, Jean S. Larson

Bio-Mediated and Bio-Inspired Geotechnics, Center for (CBBG)

Research output: Contribution to journal › Conference article › peer-review

Original language	English (US)
Article number	1129
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
Volume	2020-June
State	Published - Jun 22 2020
Event	2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online Duration: Jun 22 2020 → Jun 26 2020

ASJC Scopus subject areas

General Engineering

Cite this

@article{b8194d89630241fab8cda85b092ed072,

title = "Problem-based learning in K-12 engineering lessons: Supporting and scaffolding student learning (RTP)",

author = "Kimberly Farnsworth and Larson, {Jean S.}",

note = "Funding Information: This material is based upon work primarily supported by the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC‐ 1449501. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation. Funding Information: Participants included two K-12 instructors in public school classrooms in a large Southwestern metro area. The ages of their students ranged from elementary (grades K-6) to high school (grades 9-12). The participants were a purposeful sample of two STEM educators who were a part of a Research Experience for Teachers (RET) program sponsored by the National Science Foundation (NSF) at a multi-university Engineering Research Center (ERC). The RET program selects up to twenty K-12 teachers from minority-serving schools who teach STEM courses. Those selected engaged in research with civil engineering faculty at a large Research I university in the Southwest United States. This summer program ran for five weeks including the lab research component, as well as a requirement to develop an engineering lesson plan and implement it in the classroom the following semester. RETs received professional development training in PBL and were invited to incorporate PBL in their engineering-focused lesson plans. Additionally, a PBL-focused lesson plan template was provided to them and several of the RETs chose to build PBL-integrated lesson plans, including the two participants in this study.; 2020 ASEE Virtual Annual Conference, ASEE 2020 ; Conference date: 22-06-2020 Through 26-06-2020",

year = "2020",

month = jun,

day = "22",

language = "English (US)",

volume = "2020-June",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

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TY - JOUR

T1 - Problem-based learning in K-12 engineering lessons

T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020

AU - Farnsworth, Kimberly

AU - Larson, Jean S.

N1 - Funding Information: This material is based upon work primarily supported by the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC‐ 1449501. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation. Funding Information: Participants included two K-12 instructors in public school classrooms in a large Southwestern metro area. The ages of their students ranged from elementary (grades K-6) to high school (grades 9-12). The participants were a purposeful sample of two STEM educators who were a part of a Research Experience for Teachers (RET) program sponsored by the National Science Foundation (NSF) at a multi-university Engineering Research Center (ERC). The RET program selects up to twenty K-12 teachers from minority-serving schools who teach STEM courses. Those selected engaged in research with civil engineering faculty at a large Research I university in the Southwest United States. This summer program ran for five weeks including the lab research component, as well as a requirement to develop an engineering lesson plan and implement it in the classroom the following semester. RETs received professional development training in PBL and were invited to incorporate PBL in their engineering-focused lesson plans. Additionally, a PBL-focused lesson plan template was provided to them and several of the RETs chose to build PBL-integrated lesson plans, including the two participants in this study.

PY - 2020/6/22

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M3 - Conference article

AN - SCOPUS:85095787507

SN - 2153-5965

VL - 2020-June

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

M1 - 1129

Y2 - 22 June 2020 through 26 June 2020

ER -

Problem-based learning in K-12 engineering lessons: Supporting and scaffolding student learning (RTP)

ASJC Scopus subject areas

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