Abstract: Since the Next Generation Science Standards [NGSS] (2013) made a strong emphasis on the inclusion of engineering into the K-12 science curriculum, there has been a growing interest in engineering education in K-12 settings. It is necessary for educators and teachers to develop new curriculum materials and update the existing curriculum to teach engineering. In this regard, the use of 3D design and printing technology can offer a novel way to improve learners’ understanding of the engineering design process. 3D design experience could provide participants with the opportunity to improve their engineering practices in applying the design process. This workshop focuses on how to integrate 3D design in NGSS aligned engineering education. Workshop participants will engage in engineering design challenge in which they will go through the engineering design process to design a solution to a real-life engineering design problem based on specified design criteria. They will find an opportunity to learn how to create 3D designs. They will learn how to integrate 3D design and printing technology to their engineering design lessons. This 3D modeling engineering design activity addresses the close relationship between engineering and technology. The workshop will also address the integration of engineering with mathematics concepts.
1. Participants will be able to design a solution to a real-life engineering design problem based on specified design criteria.
2. Participants will be able to learn how to create 3D designs in 3D online environments.
3. Participants will be able to learn how to integrate 3D design into engineering lessons
Topical Outline of the Content
1. Engineering Design Process
a. Introduction to engineering design problem
b. Engaging in the trash grabber engineering design challenge
2. 3D Designing Process
a. Introduction to TinkerCAD software program
b. Using the TinkerCAD software program to design pieces of engineering design
3. NGSS Connections
a. How to prepare NGSS aligned engineering design lessons
b. How to use 3D design and printing technology to introduce learners to the engineering design process
4. Assessment of the Workshop
No prerequisite knowledge is needed for this workshop.
The instructor: The instructor is an Associate Professor of Science Education at a large public university in the southwestern United States. He teaches undergraduate, masters, and doctoral level courses in science education program at the University. His research agenda includes students’ and teachers’ epistemological beliefs about science and evolution education. He is recently engaged in professional development activities supported by several grants targeting to increase elementary teachers’ knowledge and skills to integrate science and engineering education.
The engineering design activity
The engineering design activity that is described in this proposal is developed with support from a National Science Foundation grant. Workshop presenters are Principal Investigator of this grant and two Graduate Assistants supported by the grant.
The first assistant is a Ph.D. student in curriculum and instruction/science education at a large public university in the southwestern United States. She is working as a research assistant and teaching science methods courses. She works in graduate assistant in an NSF funded grant project.
The second assistant is a Ph.D. student in science education at a large public university in the southwestern United States. He is working as a research assistant and teaching science methods courses. He coached robotics teams and was awarded several grants that promote Science, Technology, Engineering, and Mathematics (STEM).
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