Examination of high school students' engineering design skills: Example of electromagnetism

N. Remziye Ergül; Sevgül Çalış

doi:10.36681/

Authors

N. Remziye Ergül Assoc. Prof. Dr.
Sevgül Çalış Assoc. Prof. Dr. https://orcid.org/0000-0002-5195-3210

DOI:

https://doi.org/10.36681/

Keywords:

engineering design process, design skills, physics, high school students , electromagnetism

Abstract

In the secondary and high school science program implemented in Turkey in 2018, the importance of engineering and design skills is underlined under domain-specific skills. The purpose of this study, in which case study method, one of the qualitative research methods, is used to examine the engineering design skills of high school students within the scope of a real-life problem. In the study, an engineering design-based problem of making electromagnets was given to high school students, and the study was carried out five weeks. During the solution process of the problem, the students were expected to accept themselves as an engineer and solve the given daily life-based problem from this perspective. The study group consists of 28 volunteer high school students attending at the 11th grade in a state high school. The data of the study (written documents) were evaluated by the researchers with a content analysis approach. According to the results, it was determined that the students were able to deal with the real-life problem from different dimensions and come up with appropriate solutions. In addition, when the students’ drawings were examined, it was observed that they exhibited their creativity. Still, it was observed that the applicability of these drawings was low and far from technical details. Another finding is that they are not successful in using scientific knowledge and making calculations.

Downloads

Download data is not yet available.

References

Adelman, C. (1998). Women and men of the engineering path: A model for analyses of undergraduate careers U.S. Department of education and the national institute for science education. Retrieved from https://eric.ed.gov/?id=ED419696

Aflatoony, L., & Wakkary, R. L. (2015). Thoughtful thinkers: Secondary schoolers' learning about design thinking. In LearnxDesign, 28-30 June 2015, Chicago, Illinois pp. 563-574.

Arık, M., Topçu, M.S. (2020). Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues. Res Sci Educ., https://doi.org/10.1007/s11165-019-09912-x

Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705-720. Retrieved from http://www.jstor.org/stable/24026307

Borgford-Parnell, J., Deibel, K., and Atman, C.J. (2010). From engineering design research to engineering pedagogy: bringing research results directly to the students. International Journal of Engineering Education, 26(4), 234–245.

Bozkurt Altan, E., Yamak, H., Buluş Kırıkkaya, E., & Kavak, N. (2018). The effect of design based learning on pre-service science teachers’ decision making skills. Universal Journal of Educational Research, 6(12), 2888-2906.

Brand, B.R. (2020). Integrating science and engineering practices: outcomes from a collaborative professional development. IJ STEM Ed 7, 13 https://doi.org/10.1186/s40594-020-00210-x

Breiner, J.M., Harkness, S.S., Johnson, C.C., Koehler, C.M. (2012). What is STEM? A discussion about Conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1): 3– 11

Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in p-12 classrooms. Journal of Engineering Education, 97(3), 369–387.

Carr, L., R. & Strobel, J. (2011). Integrating engineering design challenges into secondary STEM education. Retrieved from https://files.eric.ed.gov/fulltext/ED537366.pdf

Cook, K. L., & Bush, S. B. (2018). Design thinking in integrated STEAM learning: Surveying the landscape and exploring exemplars in elementary grades. School Science and Mathematics, 118(3–4), 93–103. https://doi.org/10.1111/ssm.12268.

Cunningham,C.M., Lachapelle, C. P. (2014). Designing engineering experiences to engage all students. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 117–142). Lafayette, IN: Purdue University Press.

Cunningham, C. M., & Hester, K. (2007). Engineering is elementary: An engineering and technology curriculum for children. ASEE Annual Conference and Exposition, Honolulu, HI.

Çiftçi, A. & Topçu, M. S. (2020). Design thinking: Opinions and experiences of middle school students. Pegem Eğitim ve Öğretim Dergisi, 10(3), 961-1000. http://dx.doi.org/10.14527/pegegog.2020.030 Davey, L. (1991). The application of case study evaluations. Practical Assessment, Research &Evaluation, 2(9). Retrieved from http://PAREonline.net/getvn.asp?v=2&n=9.

Diefes-Dux, H. A., Zawojewski, J. S., & Hjalmarson, M. A. (2010). Using educational research in the design of evaluation tools for open-ended problems. International Journal of Engineering Education. Special Edition (26)4, 807-819.

English, L.D., Hudson, P. and Dawes, L. (2013) "Engineering-based problem solving in the middle school: design and construction with simple machines," Journal of Pre-College Engineering Education Research (J-PEER): Vol. 3: Iss. 2, Article 5. https://doi.org/10.7771/2157-9288.1081

English, L. D., Mousoulides, N. (2011). Engineering-based modelling experiences in the elementary and middle classroom. In M. S. Khine, & I. M. Saleh (Eds.), Models and modeling: Cognitive tools for scientific enquiry (pp. 173-194). Dordrecht: Springer.

Fan, Szu-C., Yu, Kuang-C. (2017) . How an integrative STEM curriculum can benefit students in engineering design practices. Int J Technol Des Educ . 27:107–129.

Gero, J. S., & Kannengiesser, U. (2004). The situated function-behaviour-structure-framework. Design Studies, 25(4), 373–391.

Haik, Y., and Shahin, T. M. (2011). Engineering design process. Stanford, CT: Cengage Learning. Second Edition UC Berkeley.

Harman,G. ve Yenikalaycı,N.(2021). STEM eğitiminde mühendislik tasarım sürecine dayalı etkinliklere yönelik fen bilgisi öğretmen adaylarının görüşleri. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi ,53: 206-226 ISSN: 2147-5202 DOI: 10.15285/maruaebd.729672

Howard, T. J., Culley, S. J., & Dekoninck, E. (2008). Describing the creative design process by the integration of engineering design and cognitive psychology literature. Design Studies, 29(2), 160–180.

Hynes, M., Portsmore, M., Dare, E., Milto, E., Rogers, C., Hammer, D. and Carberry, A.(2011). Infusing engineering design into high school STEM courses. Retrieved from http:// ncete.org/flash/pdfs/Infusing_Engineering_Hynes.pdf

International Technology Education Association (ITEA/ITEEA). (2000/2002/2007). Standards for technological literacy: Content for the study of technology. Reston, VA: Author. Retrieved from https://www.iteea.org/File.aspx?id=67767&v=b26b7852

Langman, C. N., Zawojewski, J. S., & Whitney, S. R. (2016). Five principles for supporting design activity. In L. A. Annetta & J. Minogue (Eds.), Connecting science and engineering education practices in meaningful ways: Building bridges (pp. 59-106). Dordrecht: Springer.

Lor, R. R. (2017). Design thinking in education: A critical review of literature. ACEP Asian Conference on Education and Psychology, May 24-26, Bangkok, Thailand.

Mehalik, M. M., Doppelt, Y., & Schunn, C. D. (2008). Middle school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71–85.

Mentzer, N. (2011). High school engineering and technology education integration through design challenges. Journal of STEM Teacher Education, 48(2), 103-136.

Mentzer, N., Huffman, T., Thayer, H. (2014). High school student modeling in the engineering design process. International Journal of Technology and Design Education. 24. 293-316. 10.1007/s10798013-9260-x.

Miles, M,B., Huberman,A.M.(1994). Qualitative data analysis: An expanded Sourcebook. (2nd. Ed.).Thousand Oaks, CA: Sage.

Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., and Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: research and development, Journal of PreCollege Engineering Education Research (J-PEER): Vol. 4: Iss. 1, Article 2. https://doi.org/10.7771/2157-9288.1069

National Academy of Engineering and National Research Council. 2009. Engineering in K-12 education: understanding the status and improving the prospects. Washington, DC: The National Academies Press. https://doi.org/10.17226/12635.

National Center for Technological Literacy. (2015). Our nation’s challenge. Retrieved from http:// http://www.eie.org/overview/engineering-children

National Research Council, NRC (2012). Discipline-based education research: understanding and improving learning in undergraduate science and engineering, Washington, DC: National Academies Press.

Özkızılcık, M , Betül Cebesoy, Ü . (2020). Tasarım temelli FeTeMM etkinliklerinin fen bilgisi öğretmen adaylarının problem çözme becerilerine ve fetemm öğretimi yönelimlerine etkisinin incelenmesi . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 33 (1) , 177-204 . DOI: 10.19171/uefad.588222

Pahl, G., & Beitz, W. (1996). Engineering design: A systematic approach (2nd ed.). London: Springer.

Parmin & Sajidan.(2019).The Application of STEM education in science learning at schools in industrial areas. Journal of Turkish Science Education,16(2),278-289.

Pekbay, C., Saka, Y., & Kaptan, F. (2020). Middle school students’ views over green engineering STEM activities, Inonu University Journal of the Faculty of Education, 21(2), 840-857. DOI: 10.17679/inuefd.684513

Plattner, H. (2015). Bootcamp bootleg. Institute of Design at Stanford. https://dschool.stanford.edu/resources/the-bootcamp-bootleg

Purzer, S., Goldstein, M., Adams, R., Xie, C., & Nourian, S. (2015). An exploratory study of informed engineering design behaviors associated with scientific explanations. International Journal of STEM Education, 2(9), 1–12.

Schunn, C. (2011). Design Principles for High School Engineering Design Challenges: Experiences from High School Science Classrooms. Publications. Paper 160. Retrieved from https://digitalcommons.usu.edu/ncete_publications/160

Siekmann, G & Korbel, P., (2016). Defining ‘STEM’ skills: review and synthesis of the literature support document 2, NCVER, Adelaide. Retrieved from https://files.eric.ed.gov/fulltext/ED570655.pdf

Stoner, M. A., Stuby, K. T., & Szczepanski, S. (2013). The engineering process in construction and design. Mathematics Teaching in the Middle School, 18(6), 333–338.

Ülger, B. B. & Çepni, S.(2020). Gifted education and STEM: A Thematic Review. Journal of Turkish Science Education,17(3), 443–466.

Uysal, E , Cebesoy, Ü . (2020). Tasarım temelli FeTeMM etkinliklerinin fen bilgisi öğretmen adaylarının bilimsel süreç becerilerine, tutumlarına ve bilgilerine etkisinin incelenmesi . SDU International Journal of Educational Studies , 7 (1) , 60-81 . DOI: 10.33710/sduijes.614799

Vaino, K., Vaino, T. Ottander, C. (2018). Designing an ice cream making device: A design-based science learning approach. Science Education International, Volume 29, Issue 3.

Vanscoder, J.(2012). Importance of design education in K---12. Education Symposium, Boston, MA.

Wong, Y.L., Siu, K.W.M. (2012). A model of creative design process for fostering creativity of students in design education. Int J Technol Des Educ 22, 437–450. https://doi.org/10.1007/s10798-0119162-8

Yıldırım, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri.Ankara: Seçkin Yayıncılık