Supporting Disciplinary and Interdisciplinary Knowledge Development and Design Thinking in an Informal, Pre-Engineering Program: A Workplace Simulation Project

Autor/inn/en	Cross Francis, Dionne; Tan, Verily; Nicholas, Celeste
Titel	Supporting Disciplinary and Interdisciplinary Knowledge Development and Design Thinking in an Informal, Pre-Engineering Program: A Workplace Simulation Project
Quelle	In: School Science and Mathematics, 119 (2019) 7, S.382-395 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cross Francis, Dionne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12364
Schlagwörter	Informal Education; Interdisciplinary Approach; Design; Simulation; Learner Engagement; Engineering; Technical Occupations; Partnerships in Education; Authentic Learning; Public Agencies; High Schools; Rural Schools; Expertise; Program Effectiveness; Critical Thinking + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Simulation program; Simulationsprogramm; Maschinenbau; Technical occupation; Technischer Beruf; Hochschulpartnerschaft; Öffentliche Einrichtung; High school; Oberschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Expert appraisal; Kritisches Denken
Abstract	In this paper, we examined students' engagement in an implementation of a Workplace Simulation Project (WSP). The WSP was designed to actively engage students in learning disciplinary content by inviting engineers from industry to have a physical presence within the school building to collaborate with teachers and students to complete projects which simulate the tasks authentic to their work. We focus on the first year implementation of the program that partnered a high school in the rural Midwest with an engineering unit of a government organization. Using a multiple methods study design, we analyzed disciplinary and interdisciplinary pre and posts test along with students' interviews to determine learning gains as well as students' interpretations of creative and critical thinking as experienced in the project and their knowledge of the engineering design process. Effect sizes showed that students in the WSP group had notable gains over the control group participants. Additionally, students' knowledge of core elements of the design process were identified in inductive analyses of the interviews. Findings from this study will provide usable knowledge about effective ways to support systems and design thinking and ways to support expert-novice collaboration to ensure success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01