Basics of qualitative research: Grounded theory procedures and techniques

How to ... be a reflective practitioner.

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.

How an integrative STEM curriculum can benefit students in engineering design practices

In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own ST...

An analysis of Australian STEM education strategies

This article reports findings from a two-year independent evaluation of the Little Scientists program; a program providing science, technology, engineering, and mathematics (STEM) professional development for early childhood educators across Australia. This article reports on the qualitative data gathered with educators to illustrate early childhood STEM education in practice. Data are analysed using an established framework for effective STEM education in order to demonstrate how the Little Scientists program is supporting best-practice in early childhood STEM education. Findings suggest that educators’ confidence in teaching STEM has increased, and participants are more aware of children’s skills and knowledge in STEM. Educators are fostering communities of STEM inquiry where children and educators learn and research together, with space for children’s self-directed and play-based explorations. It appears that participation in Little Scientists has afforded a range of benefits for participants and, by extension through their practices, for the children with whom they work.

Effective Early Childhood STEM Education: Findings from the Little Scientists Evaluation

A comparative study was conducted to compare two approaches to engineering design curriculum across different schools (inter-school) and across two curricula Project Lead the Way and Engineering Projects in Community Service (inter-curricula). The researchers collected curricula material including handouts, lesson plans, guides, presentation files, design descriptions, problem statements, and support guides. The researchers conducted observations in the classrooms to collect qualitative indicators of engineering/technology reasoning, collect data on the nature of students’ questions, how students define problems, and operate within the constraints of a design problem. Todd R. Kelley, Ph.D. is an assistant professor in the Department of Industrial Technology at Purdue University. He can be reached at trkelley@purdue.edu. Mr. Daniel C. Brenner is a high school teacher at Bartlett High School. He can be reached at brenner_daniel@asdk12.org. Mr. Jon T. Pieper is a graduate student in the Engineering/Technology Education program at Purdue University. He can be reached at jpieper@purdue.edu. 6 JOURNAL OF STEM TEACHER EDUCATION Observational protocol studies were conducted on students participating in Project Lead the Way curriculum programs and with students participating in Engineering Projects in Community Service (EPICS). Students were asked to work through an ill-defined problem, in this case the problem of creating a new playground for an elementary school. The data from these protocols were analyzed using a coding process; a list of universal technical mental processes (Halfin,1973) and a computer program OPTEMP, (Hill,1997) to accurately record frequency and time of each mental process employed by the students. The data from the protocol results were used to identify common cognitive strategies employed by the students to determine where these students placed greatest emphasis throughout the observational protocol. General findings indicated that participants in the EPICS-High program were more solution-driven problem solvers, where the Project Lead the Way participants were generally problem-driven as defined by Kruger & Cross (2006). Additionally, the participants in both groups had completed advanced courses in mathematics, very little mathematics was employed (less than 3%) to describe constraints of the problem or predict results of proposed solutions. Over half of the students became fixated at some point on the provided picture. (Smith; Ward; & Schumacher, 1993). This study provides important insight about how students solve ill-defined problems, providing vital information for technology education as it seeks to implement engineering design.

/pdf/two-approaches-to-engineering-design-observations-in-stem-4jqqjpo81y.pdf

Two Approaches to Engineering Design:Observations in sTEm Education.

/pdf/pltw-and-epics-high-curriculum-comparisons-to-support-1teryo6ojv.pdf

PLTW and Epics-High: Curriculum Comparisons to Support Problem Solving in the Context of Engineering Design. Research in Engineering and Technology Education.

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Two Approaches to Engineering Design:Observations in sTEm Education.

PLTW and Epics-High: Curriculum Comparisons to Support Problem Solving in the Context of Engineering Design. Research in Engineering and Technology Education.