Engineering the Insulin Pump: Teaching Intentional Engineering Concepts through Socially Relevant Contexts

Autor/inn/en	Fauber, Daphne; Sasser, Libby; Strimel, Greg J.
Titel	Engineering the Insulin Pump: Teaching Intentional Engineering Concepts through Socially Relevant Contexts
Quelle	In: Technology and Engineering Teacher, 80 (2021) 6, S.30-33 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0502
Schlagwörter	Leitfaden; Unterricht; Lehrer; Engineering Education; Diabetes; Relevance (Education); Medical Services; Learning Activities; Design; Equipment; Secondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Ingenieurausbildung; Relevance; Relevanz; Arzt; Lernaktivität; Sekundarbereich
Abstract	This Engineering in Action article presents a socially relevant lesson designed to intentionally teach secondary students core engineering concepts related to the practices of Engineering Design and Quantitative Analysis as well as knowledge related to Engineering Sciences (presented in the "Framework for P-12 Engineering Learning" [2020]). This lesson also situates learning in the context of medical and health-related technologies as described in "Standards for Technological and Engineering Literacy" and addresses the standard focused on human-centered design. The lesson example includes (a) class discussions to engage students in a socially relevant problem (diabetes treatment options) within a culturally situated context (whether insulin pumps meet the needs of their user) and (b) a design activity to help students learn and apply two core concepts of Engineering Practice (Modeling and Simulation and Ideation) as well as the Engineering Science concept of Chemical Reactions and Catalysis. At the end of this lesson, students are expected to (1) calculate the amount of insulin a person would need given a range of variables, (2) ideate several designs that meet the needs of their identified user, and (3) create a low-fidelity prototype of their chosen design. Additionally, students should be able to showcase their engineering practices as well as how knowledge of their user and engineering sciences informed their design. (As Provided).
Anmerkungen	International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: iteea@iteea.org; Web site: https://www.iteea.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01