Engineering Design in the Primary School: Applying STEM Concepts to Build an Optical Instrument

Autor/inn/en	King, Donna; English, Lyn D.
Titel	Engineering Design in the Primary School: Applying STEM Concepts to Build an Optical Instrument
Quelle	In: International Journal of Science Education, 38 (2016) 18, S.2762-2794 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1262567
Schlagwörter	STEM Education; Elementary School Students; Qualitative Research; Foreign Countries; Case Studies; Focus Groups; Longitudinal Studies; Grade 4; Grade 5; Grade 6; Mathematical Concepts; Scientific Concepts; Science Education; Mathematics Education; Technology Education; Engineering Education; Australia + Suchen Sie Ihr Suchwort? STEM; Qualitative Forschung; Ausland; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Naturwissenschaftliche Bildung; Mathematische Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Australien
Abstract	Internationally there is a need for research that focuses on STEM (Science, Technology, Engineering and Mathematics) education to equip students with the skills needed for a rapidly changing future. One way to do this is through designing engineering activities that reflect real-world problems and contextualise students' learning of STEM concepts. As such, this study examined the learning that occurred when fifth-grade students completed an optical engineering activity using an iterative engineering design model. Through a qualitative methodology using a case study design, we analysed multiple data sources including students' design sketches from eight focus groups. Three key findings emerged: first, the collaborative process of the first design sketch enabled students to apply core STEM concepts to model construction; second, during the construction stage students used experimentation for the positioning of lenses, mirrors and tubes resulting in a simpler "working" model; and third, the redesign process enabled students to apply structural changes to their design. The engineering design model was useful for structuring stages of design, construction and redesign; however, we suggest a more flexible approach for advanced applications of STEM concepts in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01