Expanding the TE in STEMExpanding the TE in STEM

Dave Burghardt Mike HackerHofstra University

General Theme for 20 years General Theme for 20 years is Interconnected STEMis Interconnected STEM

Interconnected STEM Learning--Content and Pedagogical Challenges

The Double E--Using Engineering Design as a Pedagogical Strategy

Interconnected STEM Interconnected STEM LearningLearning

MSTP--Math infusion in middle school science and engr/technology to improve student learning in mathematics

Math ContextualizedSTEM Learning Communities

MSTP STEM Learning MSTP STEM Learning CommunitiesCommunities

STEM University Faculty with middle school disciplinary teachers and an administrator.

Lesson Plan development, implementation, and critique with student work.

Proof of Concept StudiesProof of Concept Studies

Engr/Tech Education (ETE) Enhanced math in existing lesson, Bedroom Design. 20 day lesson with virtual and physical modeling.

Fall 2008 15 math infusion ETE teachers (500 students) 15 comparison teachers (300 students)

Spring 2009 National sample. 20 math infusion Engr/Tech teachers (600 students)

Proof of Concept Studies--Proof of Concept Studies--FindingsFindings

Results from science and engineering-technology education were similar

Mathematical Content KnowledgeAnalyses of covariance revealed infusion students scored statistically significantly higher than comparison students on relevant content knowledgeGreatest difference on students in bottom one-third of classes

Proof of Concept Studies--Proof of Concept Studies--FindingsFindingsAttitudinal Differences

Statistically positive differences between infusion and comparison students’ post scores dealing with enjoyment of math during science, interest in math, math not being a waste of time, and math not being boring.

MSTP--What was LearnedMSTP--What was Learned

Math Infusion is possible within the regular school dayStudents recognize value of math for science and engr/technologyStudents are better able to solve math problems that are relevant to the science and engr/technolgy content they are learning

MSTP--What was LearnedMSTP--What was LearnedScience and ETE teachers who infuse

math in their lessonsReport an increase in student

engagement in mathFind the math helped their

content teachingAt times, struggled teaching

infused math concepts.

Why Engineering/Technology Why Engineering/Technology Education?Education? To think like an Engineer

requiresOPTIMISMCREATIVITY

And other Habits of Mind, but these two provide insights as to why design pedagogy can be so powerful in engaging children in learning.

K12 Engineering—Study of the K12 Engineering—Study of the Human-Made World Human-Made World

Engineering Design◦Optimization/Trade-offs◦No Unique Solutions—focus on the

process, searching for optimal solutions

◦Modeling

Engineering Design Engineering Design

Informed DesignInformed DesignDesign under constraint with

specifications and challengesNo Gadgeteering, knowledge based, hence

a connection to STEM content knowledgeInfluenced by Wiggins and McTigue,

Understanding by DesignInherently ConstructivistProject-based Learning

Drying by DesignDrying by DesignDesign, construct and test a dehydrator to

efficiently dry fruit. The instructor will decide the dehydrating time. The dehydrator with the highest efficiency will be viewed the optimal design.

efficiency = (initial weight – final weight)/time

Drying area can be no greater than 196 square inches

All slices must be from a single apple with the exception of end slices and core, before another apple can be used.

Drying by Design--Math Drying by Design--Math AnalysisAnalysisImagine an apple—

Think of it as a 3 inch sphere.Slice it!What is the total area of the slices?

Apple weight over time is non-linear--extrapolation of non-linear data.

Why Why EngineeringEngineering Design is an Design is an Effective Effective InstructionalInstructional Strategy StrategyIntegrates LearningPluralistic Thinking (e.g. visual, kinetic)Student ControlledReflectiveInnovative

The focus is on the process of learning, not the product!

MSTP Bedroom DesignMSTP Bedroom DesignHybrid modeling

◦Virtual and Physical Modeling Use of Google Sketch-Up Math includes area, perimeter,

percent and ratioPhysical modeling can be

completed in computer lab or classroom.

Hybrid ModelingHybrid Modeling

Integrates screen-based 3-D simulation and real-world physical modeling

Bedroom Design ChallengeBedroom Design Challenge

You are moving into a new home. You and your team mates have a challenge to design an optimally furnished bedroom. You have a budget of $27,500 to design it with as a rectangular bedroom with minimum dimensions of 120 square feet. However, if you wish to be really creative and design a non-rectangular bedroom of 120 square feet minimum, the budget increases to $30,000. You will construct virtual and actual scale models of your bedroom, with furnishings.

Infusing Core Disciplinary Concepts Infusing Core Disciplinary Concepts into Bedroom Designinto Bedroom Design

Knowledge and Skill Builder 1: Geometric Shapes

Knowledge and Skill Builder 2: Ratio and Proportion

Knowledge and Skill Builder 3: Creating and Folding Nets

Knowledge and Skill Builder 4. Aesthetics Knowledge and Skill Builder 5. Pricing

Information: Creating Formulas in Spread Sheets

KSB--Geometric ShapesKSB--Geometric Shapes

It is important to understand different geometric shapes so you can use them in your design. In this KSB you will draw different geometric shapes and determine their areas and perimeters. Using 24 square tiles, arrange them to make rectangles that have an area of 24 square units and have whole number dimensions. Then draw them on the grid provided.

Length in units

Width in units Area in square units

Perimeter in units

KSB--Geometric ShapesKSB--Geometric Shapes

1. From a math perspective, what are the factors of 24? Indicate next to each figure its perimeter. (Show the whole numbers used for the dimensions.)

2. How do you know you have found all rectangles meeting the requirements ?

3. What is the relationship between a rectangle’s dimensions and its area?

4. What is the relationship between a rectangle’s dimensions and perimeter?

5. Which rectangle with an area of 24 square units has the greatest perimeter.

6. Which rectangle with an area of 24 square units has the least perimeter.

7. How can the cost of wall construction and wall covering be minimized?

Math Infusion - ChallengesMath Infusion - Challenges

Teacher Content and Pedagogical Content Knowledge

Assessment Questions (did they really assess the infused math?)

Scoring Rubric for open-ended questions

Consistency of the teaching the bedroom design unit between teachers

This is all about Expanding the TE in

STEM

Shift HappensShift HappensWe are currently preparing students for jobs and

technologies that don’t yet exist….in order to solve problems we don’t even know are problems yet.

“We can’t solve problems by using the same kind of thinking we used when we created them.” (Albert Einstein)

The ETE Journey The ETE Journey Continues…Continues… Thank You!

Dave BurghardtMike Hacker

m.d.burghardt@hofstra.edum.hacker@nycap.rr.com www.hofstra.edu/CTL