Shaking up Pre-Calculus: Incorporating Engineering into K-12 Curricula

Autor/inn/en	Sabo, Chelsea; Burrows, Andrea; Childers, Lois
Titel	Shaking up Pre-Calculus: Incorporating Engineering into K-12 Curricula
Quelle	In: Advances in Engineering Education, 4 (2014) 2, (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	STEM Education; Elementary Secondary Education; Partnerships in Education; Secondary School Science; Secondary School Mathematics; Engineering Education; Educational Innovation; Inquiry; Skill Development; Communication Skills; College School Cooperation; Trigonometry; Calculus; Teaching Methods; Concept Formation; Pretests Posttests; Feedback (Response); Student Attitudes; Ohio + Suchen Sie Ihr Suchwort? STEM; Hochschulpartnerschaft; Ingenieurausbildung; Instructional innovation; Bildungsinnovation; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Trigonometrie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Schülerverhalten
Abstract	Projects highlighting Science, Technology, Engineering, and Mathematics (STEM) education in high schools have promoted student interest in engineering-related fields and enhanced student understanding of mathematics and science concepts. The Science and Technology Enhancement Program (Project STEP), funded by a NSF GK-12 grant at the University of Cincinnati, is one community partnership that focused on improving STEM skills and communication. As a product of Project STEP, a lesson was developed and implemented in a local Cincinnati high school classroom on applying Trigonometry functions in pre-calculus to the study of Earthquake Engineering vibrations. This lesson, Shaking Up Pre-Calculus, shows that student involvement, understanding of the material, and interest in engineering can all be enhanced through innovative educational practices. Moreover, inquiry based lessons of this type can easily be made to meet educational standards and be incorporated into existing curricula. An overview, objectives, standards addressed, and assessments of the lesson are presented here in detail. Additionally, assessment results, student feedback, and reflections from the program participants are offered. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01