Early Childhood Science and Engineering: Engaging Platforms for Fostering Domain-General Learning Skills
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Advances in Engineering Education
Advances in Engineering Education WINTER 2016 Guest Editorial: Entrepreneurship and Innovation in Engineering Education PHIL WEILERSTEIN VentureWell Hadley, MA AND TOM BYERS Stanford University Palo Alto, CA BACKGROUND AND CONTEXT This special issue of Advances in Engineering Education offers a selected group of papers that address key issues and questions in the development of Innovation and Entrepreneurship education for engineering students. The eight papers here present a useful and applied perspective on program construction, evaluation, impact and perspectives on how a focus on innovation and entrepreneurial learning can influence engagement and expand student participation. We solicited papers on the topic from the engineering education community and received 31 abstracts, 17 authors were invited to submit full papers for review ultimately yielding the eight papers selected for publication here. Advances in Engineering Education’s online format provides a rich forum for the documentation of effective examples of practice and research, supported by access to multimedia. We hope that this issue will prove useful to those already engaged in this field as well as those who are seeking effective models to develop and pursue. In this introductory essay we provide an overview of the growth of this dimension of engineering education, the development of the communities and organizations that have emerged to support it, and identify issues that the field faces as innovation and entrepreneurship become more ubiquitous in engineering education. THE INNOVATION AND ENTREPRENEURSHIP IMPERATIVE FOR ENGINEERING EDUCATION In recent decades focus has increased dramatically on technological innovation and entrepreneur- ship as fundamental drivers of American prosperity and global economic leadership. -
Philosophy of Education Collection
Philosophy of Education Collection Issue 23 / July-December of 2017 Print ISSN 1390-3861 / Electronic ISSN 1390-8626 UNIVERSIDAD POLITÉCNICA SALESIANA, ECUADOR SOPHIA, Collection of Philosophy of Education is a philosophical-scientific publication of the Salesian Polytechnic University (UPS), has a bi-annual periodicity, whose first number appeared in June of 2006. The objective of SOPHIA is to theorize the educa- tion from a philosophical point of view, with data from individual and collective psy- chology, teaching-learning experiences, sociology, culture and the development of the empirical sciences, to renew, update and better articulate the conceptual, procedural and experiential level of the education sciences. The journal promotes the dissemination of monographic articles that are unpublished, scientifically constructed, with a method that adequately articulates analysis and synthesis; that are propositive, in the nucleus of the Philosophy of Education. It is published in printed version (ISSN: 1390-3861) and electronic (ISSN: 1390-8626). The management of SOPHIA is performed through the following parameters: The journal uses anti-plagiarism systems The articles have identification code (Digital Object Identifier) EThe editorial process is managed through the Open Journal System It is an Open Access publication with a Creative Commons license The copyright and post-print policies are published in the SHERPA/ROMEO Auto-ar- chive Policy Repository. Los artículos de la presente edición pueden consultarse en: • http://revistas.ups.edu.ec/index.php/sophia -
Klagenfurt School of Engineering Pedagogy by Adolf Melezinek As
PAPER KLAGENFURT SCHOOL OF ENGINEERING PEDAGOGY BY ADOLF MELEZINEK AS THE BASIS OF TEACHING ENGINEERING Klagenfurt School of Engineering Pedagogy by Adolf Melezinek as the Basis of Teaching Engineering http://dx.doi.org/10.3991/ijep.v6i3.5949 Tiia Rüütmann, Hants Kipper Tallinn University of Technology, Tallinn, Estonia Abstract—Engineering Pedagogy is an interdisciplinary spiritual scientific beginning during which methods based scientific subject and an essential element of the system of upon phenomenological understanding were applied in engineering education. The article is dedicated to the work order to get insight into the components of the instruction of Adolf Melezinek, the founder of Engineering Pedagogy process. The other stream is represented by scientists who and the main principles of Kalgenfurt School of Engineer- basically created the cybernetic beginning during which ing Pedagogy. Curriculum design and technical teacher calculation methods dominated. Although both the education in Estonia is based on Melezinek’s work. A deci- streams comprise a wide range of schools, they share sion-making model by Urve Läänemets, closely connected to certain key ideas which, at the same time, distinguish Melezinek’s work and the Model of Flexible Technical them from each other [3]. Teacher Education and contemporary methodology are The traditional, classical pedagogy did not meet specif- introduced. ic needs when used for education of engineers striving for Index Terms—engineering pedagogy; technical teacher the teaching profession. This was proved by experiences education; model; curriculum; teaching engineering. of different countries. The discrepancy was solved by setting up of special engineering-pedagogical institutes at some technical universities. The term “Ingenieurpädagog- I. -
Global State of the Art in Engineering Education
The global state of the art in engineering education The global state of the art in engineering education MARCH 2018 DR RUTH GRAHAM z Executive summary i The global state of the art in engineering education Copyright © 2018 by Massachusetts Institute of Technology (MIT) All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher, addressed “Attention: Permissions Coordinator,” at the address below. Printed in the United States of America First Printing, 2018 ISBN 13: 9780692089200 New Engineering Education Transformation Massachusetts Institute of Technology 77 Massachusetts Avenue Room 1-229B Cambridge, MA 02139 USA neet.mit.edu i The global state of the art in engineering education Executive summary The study considers the global state of the art in engineering undergraduate education. It was undertaken to inform Massachusetts Institute of Technology’s (MIT) New Engineering Education Transformation (NEET), an initiative charged with developing and delivering a world-leading program of undergraduate engineering education at the university. The study was structured in two phases, both of which used one-to-one interviews as the primary evidence gathering tool: Phase 1 conducted between September and November 2016, Phase 1 provided a snapshot of the cutting edge of global engineering education and a horizon scan of how the state of the art is likely to develop in the future. -
Play-Based Interventions
WWC Intervention Report U.S. DEPARTMENT OF EDUCATION What Works Clearinghouse Early Childhood Education Interventions for Children with Disabilities April 2012 Play-Based Interventions No studies of play-based interventions that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffective- ness of play-based interventions on preschool children with disabilities in early education settings. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention. Program Description1 Play-based interventions are practices designed to improve socio-emotional, physical, language, and cognitive devel- opment through guided interactive play. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. Through the use of appropriate play materials and the direction of the interventionist, the goal is for young children with disabili- ties to be better able to explore, experiment, interact, and express themselves. Play-based interventions can be conducted across a variety of settings, including at school or at home, as one-on-one activities between an interventionist and a child, or in small group settings. Research2 The WWC identified 62 studies of play-based interventions for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. Three studies are within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol and were reviewed for this intervention report. -
University of Alberta
-------f.,SJ ------=-------department ) UNIVERSITY OF ALBERTA Tradition I I ! • • I I I I I I I I I I I I I I I I I I I I I i I I and I I I I I j I I j 1, I I I I I I I I j I I I I I I I I Innovation I I I I , t ' I '-~-· 'I Chemical & Materials Engineering Building J. FRASER FORBES, SIEGHARD E. WANKE University ofAlberta • Edmonton, Alberta, Canada T6G 2G6 hemical engineering has played a key role in the the 1940s and the beginning of large-scale commercial de development of Canada's oil and gas and associated velopment of the oil sands in the 1970s had major impacts C petrochemical industries, and chemical engineering on chemical engineering education in Alberta. The evolution at the University of Alberta (UofA) has been an integral part and current state of the chemical engineering program, with of the growth of the petrochemical industry in western some gazing into the future, make up the heart of this article. Canada. The UofA is located in Edmonton, capital city of the Province of Alberta. The western part of the province is HISTORY part of the majestic Canadian Rockies - The Continental The UofA opened for classes in 1908, about three years Divide makes up a significant part of the western border after the western part of the Northwest Territories of Canada between Alberta and British Columbia. The southeastern became the Province of Alberta. The UofA campus is lo part of the province is part of the Canadian Prairies, while cated on the south bank of the North Saskatchewan River, the north is part of Canada's extensive boreal forest. -
Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education
Philosophy of Science and Educational Research: Strategies for Scientific Effectiveness and Improvement of the Education Omar a. Poncea, José Gómez Galánb and Nellie Pagán-Maldonadoc a Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] b Research Professor and Director of CICIDE (Metropolitan University, AGMUS, Puerto Rico-United States & Catholic University of Avila, Spain). [email protected] & [email protected] c Professor (Metropolitan University, AGMUS, Puerto Rico-United States). [email protected] Abstract This article is a theoretical study on the effectiveness of educational research in the context of philosophy of science. This topic of discussion, in the area of educational research, has been the subject of intellectual debate and arises again at the beginning of the 21st century. This article outlines the challenges and opportunities for scientific effectiveness facing educational research if it aspires to contribute to the ideal of an education of excellence and quality. Nine strategies to improve scientific effectiveness in educational research are identified and discussed. As a conclusion, it is argued that the foundations of contemporary educational research need to be revisited and reformulated, parallel to the new concepts present in the philosophy of science, to face the new problems present in our society*. Keywords: Educational Research; Philosophy of Science; Scientific Knowledge; Scientific Effectiveness; Education. 1. Introduction Philosophical thinking centered on science has been an object of intense debate for centuries. Thus, when we speak today of philosophy of science, we refer fundamentally to any reflection produced around the scientific methodology and its results. It faces, from the point of view of reason, the nature of science and the philosophical problems generated around it, with a direct implication in its results and applications. -
Examining Student and Teacher Talk Within Engineering Design in Kindergarten
European Journal of STEM Education, 2018, 3(3), 10 ISSN: 2468-4368 Examining Student and Teacher Talk Within Engineering Design in Kindergarten Kristina M. Tank 1*, Anastasia M. Rynearson 2, Tamara J. Moore 3 1 Iowa State University, 0624C Lagomarcino, 901 Stange Rd, 50011 Ames, USA 2 Campbell University, USA 3 Purdue University, USA *Corresponding Author: [email protected] Citation: Tank, K. M., Rynearson, A. M. and Moore, T. J. (2018). Examining Student and Teacher Talk Within Engineering Design in Kindergarten. European Journal of STEM Education, 3(3), 10. https://doi.org/10.20897/ejsteme/3870 Published: September 6, 2018 ABSTRACT Quality science, technology, engineering, and mathematics (STEM) experiences during the early years provide young learners with a critical foundation for future learning and development. Engineering design is a context that can be used to facilitate connections and learning across STEM, however there is limited research examining the use of engineering design-based STEM integration within the early childhood classroom. This study examines how an engineering design-based STEM integration unit was enacted across three kindergarten classrooms. Classroom observation and video data were collected and a coding scheme was used to document the ways that engineering and engineering design were enacted as well as the role of the teacher and students within the lessons. Results suggest that kindergarten students were able to meaningfully engage in and with multiple stages of an engineering design process while also building understanding of scientists and engineers related to teacher and student interactions, there were multiple instances of student-initiated talk, student to student response, the use of explicit engineering language and of students making connections to prior learning. -
Haven't We Seen This Before?
Teacher EducationShelley C. Quarterly, Sherman Fall 2009 Haven’t We Seen This Before? Sustaining a Vision in Teacher Education for Progressive Teaching Practice By Shelley C. Sherman Efforts to transform U.S. schools and improve student learning, including both accountability measures and progressive practices, come in cycles and are often related to contextual factors in society at particular moments in time (Cuban, 1993; Noddings, 2007; Zilversmit, 1999). Attempts to improve education during the past forty years under the banner of “educational reform” have included political initiatives generated externally by those who do not work within schools, as well as pedagogical trends and movements conceived and implemented by educators themselves. Moreover, such endeavors often gain rapid support and, subsequently, lose traction as bandwagon movements often do, reinventing themselves years later packaged somewhat differently. A variety of such initiatives have affected the way curriculum in schools is shaped and how teachers teach. For example, the standards movement has provided the impetus for a one-size-fits-all curriculum (see, for example, Meier & Wood, 2004, Noddings, 2007), with uniform benchmarks for achievement for students at particular grade levels. On Shelley C. Sherman is an the other hand, the open education movement of the associate professor and late 1960s and early 1970s promoted responsiveness chair of the Education to students and aimed to meet students’ individual Department at Lake needs (Perrone, 1972; Silberman, 1973). Forest College, Lake The central issue I will address here concerns Forest, Illinois. the challenge to teacher education programs to resist 41 Haven’t We Seen This Before? swings in the pendulum and help new teachers sustain progressive, responsive, school-based reform efforts that seek to address the unique needs of every student even as external demands for standardized measurements of learning remain firmly in place in the era of No Child Left Behind. -
Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative
Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative NCER 2008-2009 U.S. DEPARTMENT OF EDUCATION Effects of Preschool Curriculum Programs on School Readiness Report from the Preschool Curriculum Evaluation Research Initiative July 2008 Preschool Curriculum Evaluation Research Consortium NCER 2008-2009 U.S. DEPARTMENT OF EDUCATION This report was prepared for the National Center for Education Research, Institute of Education Sciences, under contract numbers ED-01-CO-0039/0005 (Mathematica Policy Research, Inc.), ED- 01-CO-0052/0004 (RTI International), and ED-04-CO0076/0007 (Synergy Enterprises, Inc.). Disclaimer The opinions and positions expressed in this report are the authors’ and do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education. Any references within the document to specific education products are illustrative and do not imply endorsement of these products to the exclusion of other products that are not referenced. U.S. Department of Education Margaret Spellings Secretary Institute of Education Sciences Grover J. Whitehurst Director National Center for Education Research Lynn Okagaki Commissioner July 2008 This report is in the public domain. While permission to reprint this publication is not necessary, the citation should be: Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008-2009). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Washington, DC: U.S. Government Printing Office. This report is available for download on the IES website at http://ncer.ed.gov. -
Synthesis of IES Research on Early Intervention and Early Childhood Education July 2013
Synthesis of IES Research on Early Intervention and Early Childhood Education July 2013 Karen E. Diamond Purdue University Laura M. Justice The Ohio State University Robert S. Siegler Carnegie Mellon University Patricia A. Snyder University of Florida NCSER 2013-3001 U. S. DEPARTMENT OF EDUCATION Synthesis of IES Research on Early Intervention and Early Childhood Education JULY 2013 Karen E. Diamond Purdue University Laura M. Justice The Ohio State University Robert S. Siegler Carnegie Mellon University Patricia A. Snyder University of Florida NCSER 2013-3001 U.S. DEPARTMENT OF EDUCATION Synthesis of IES Research on Early Intervention and Early Childhood Education This report was prepared for the National Center for Special Education Research, Institute of Education Sciences under Contract ED-IES-12-D-0014. Disclaimer The Institute of Education Sciences (IES) at the U.S. Department of Education contracted with National Capitol Contracting, LLC to develop a report that that describes what has been learned from research grants on early intervention and childhood education funded by the Institute of Education Sciences (IES) National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through June 2010. The views expressed in this report are those of the authors and they do not necessarily represent the opinions and positions of the Institute of Education Sciences or the U.S. Department of Education. U.S. Department of Education Arne Duncan, Secretary Institute of Education Sciences John Q. Easton, Director National Center for Special Education Research Joan McLaughlin, Acting Commissioner July 2013 This report is in the public domain. -
Faculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education
Advances in Engineering Education WINTER 2016 Faculty and Student Perceptions of the Content of Entrepreneurship Courses in Engineering Education MARY BESTERFIELD-SACRE University of Pittsburgh Pittsburgh, PA SARAH ZAPPE The Pennsylvania State University University Park, PA ANGELA SHARTRAND VentureWell Amherst, MA AND KIRSTEN HOCHSTEDT The Pennsylvania State University University Park, PA ABSTRACT Entrepreneurship programs and courses in engineering education have steadily increased in the United States over the past two decades. However, the nature of these entrepreneurship courses and programs and the characteristics of the instructors who teach them are not yet well understood. The paper explores three research questions: 1) What content is typically included in engineering entrepreneurship courses and how is this content taught?; 2) What are instructors’ beliefs about how entrepreneurship should be taught in the engineering context; and 3) How are instructors’ beliefs actuated within a particular class related to students’ self-reported perceptions of their entrepreneurial knowledge and abilities? The study shows that content associated with different course types, such as Becoming an Entrepreneur, New Venture Development, and Product Ideation and Development, often overlaps substantially, suggesting a lack of clarity in how these types of courses are defined. Second, instructors who teach entrepreneurship to engineering students believe that programs and courses should focus equally on both teaching skills and developing values and