Design without Make--A New Design Pedagogy for STEM Education

Autor/inn/en	Thompson, Brandon; Vernado, Terri; Matthews, Brian
Titel	Design without Make--A New Design Pedagogy for STEM Education
Quelle	In: Journal of Educational Technology, 6 (2009) 1, S.20-27 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Engineering Education; Design; STEM Education; High School Students; Mixed Methods Research; Case Studies; Educational Benefits; Data Collection; Data Analysis; Hypothesis Testing; Social Theories; Learning Theories; Active Learning; Student Projects; Creativity; Technology Education; Learning Activities; Outcomes of Education; Quasiexperimental Design; Teaching Methods; North Carolina + Suchen Sie Ihr Suchwort? Ingenieurausbildung; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Bildungsertrag; Data capture; Datensammlung; Auswertung; Hypothesenprüfung; Hypothesentest; Gesellschaftstheorie; Learning theory; Lerntheorie; Aktives Lernen; Schulprojekt; Kreativität; Technisch-naturwissenschaftlicher Unterricht; Lernaktivität; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes the first part of a new three-part study of STEM and engineering design research termed Design-Without-Make to be conducted by NC [North Carolina] State University in 2009-10 in an NC high school. The hybrid quantitative, qualitative case study is being developed with the purpose of capturing what new technological learning occurs and how the new pedagogical learning benefits the technological learner. In support of this new design research a three-pronged framework is described, that of basic literature review, social learning theory and project-based learning study. This first paper also includes a description of proposed data collection, analysis, and limitations of the study, and concludes by presenting the implications for Design-Without-Make. Two further papers in the sequence will go on to explain the pilot study and the final study including data results and findings for this new approach to teaching engineering design technology within STEM education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01