Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks

Autor/inn/en	Cogger, Steven D.; Miley, Daniel H.
Titel	Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks
Quelle	In: Advances in Engineering Education, 3 (2012) 2, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; Middle School Students; Energy; Teaching Methods; Student Projects; Active Learning; Curriculum Development; State Standards; Design; Energy Conservation; STEM Education; Program Descriptions; Massachusetts + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Energie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Energieerhaltung; Energiespeicherung; STEM; Master-Studiengang
Abstract	This paper proposes that project-based active learning is a key part of engineering education at the middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a project-based curriculum is presented as a more favorable approach to teaching engineering in middle school. We address the unique issues of middle school students and how they engage the engineering process. We conclude that project-based active learning is integral in a successful engineering education program for middle school students. (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