Facilitating an Elementary Engineering Design Process Module

Autor/inn/en	Hill-Cunningham, P. Renee; Mott, Michael S.; Hunt, Anna-Blair
Titel	Facilitating an Elementary Engineering Design Process Module
Quelle	In: School Science and Mathematics, 118 (2018) 1-2, S.53-60 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12259
Schlagwörter	STEM Education; Elementary Education; Elementary School Students; Relevance (Education); Lesson Plans; Planning; Models; Engineering; Design; Problem Solving; Science Instruction; Mathematics Instruction; Concept Formation; Misconceptions; Learning Modules + Suchen Sie Ihr Suchwort? STEM; Elementarunterricht; Relevance; Relevanz; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Analogiemodell; Maschinenbau; Problemlösen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Missverständnis; Learning module; Lernmodul
Abstract	STEM education in elementary school is guided by the understanding that engineering represents the application of science and math concepts to make life better for people. The Engineering Design Process (EDP) guides the application of creative solutions to problems. Helping teachers understand how to apply the EDP to create lessons develops a classroom where students are engaged in solving real world problems by applying the concepts they learn about science and mathematics. This article outlines a framework for developing such lessons and units, and discusses the underlying theory of systems thinking. A model lesson that uses this framework is discussed. Misconceptions regarding the EDP that children have displayed through this lesson and other design challenge lessons are highlighted. Through understanding these misconceptions, teachers can do a better job of helping students understand the system of ideas that helps engineers attack problems in the real world. Getting children ready for the 21st century requires a different outlook. Children need to tackle problems with a plan and not shrivel when at first, they fail. Seeing themselves as engineers will help more underrepresented students see engineering and other STEM fields as viable career options, which is our ultimate goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01