preparing for ngss with engineering practices in science classrooms february 12, 2013 george stickel...
TRANSCRIPT
Preparing for NGSS with Engineering Practices in Science
Classrooms
February 12, 2013
George Stickel
SPSU Teacher Education Program
1
AbstractAbstract
The promotion of STEM education is enthusiastically embraced by science and math teachers, but the T & E of STEM are less often evident, and typically perplex teachers on how to effectively incorporate into lessons. This presentation will use the Crosscutting Concepts of NGSS to show how to effectively intertwine engineering and science practices into the classroom to promote student learning and success in STEM
2
Plan for todayPlan for today
• Frameworks
• ABET
• Your responses
3
Engineering in science?Engineering in science?
• Why are we even looking at engineering?
4
NGSS: NGSS: A Framework for K-12A Framework for K-12
• Science & engineering practices
• Crosscutting concepts
• Disciplinary core
3d3d
5
Science & engineering practicesScience & engineering practices
1. Questions (for science) & problems (for engineering)
2. Models
3. Investigations
4. Data analysis
88
6
Science & engineering practices, cont’Science & engineering practices, cont’
5. Mathematics
6. Explanations (for science) & designing solutions (for engineering)
7. Argument from evidence
8. Obtaining, evaluating, and communicating information
887
PracticesPractices
• NOT “skills”
• Stress engagement– p.41 A Framework for K-12 Science
Education
8
Practice: Questions/ProblemsPractice: Questions/Problems
• Science: questions
• Engineering: need based problem– Making– Designing
9
Questions, expandedQuestions, expanded
• Level 1: Sensory input or qualia questions
• Level 2: Juxtaposition or polar questions
• Level 3: Relationship questions
• Between Levels 2 & 3
• Engineering?
10
Practice: ModelsPractice: Models
• Analyze for problems
• Test proposed systems, designs
11
Practice: InvestigationsPractice: Investigations
• Collect data
• Test designs
12
Practice: Data analysisPractice: Data analysis
• Engineering efficiency
• Engineering effectiveness
13
Practice: Mathematics Practice: Mathematics
• applications
14
Practice: Explanations & solution Practice: Explanations & solution designdesign
• Based on science
• Meets explicit needs
15
Practice: Argument, engineeringPractice: Argument, engineering
• From evidence
• Best solutions
• Meet needs
16
Practice: InformationPractice: Information
• Obtain
• Evaluate
• Communicate
17
Crosscutting conceptsCrosscutting concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
18
Crosscutting applicationsCrosscutting applications
• Causality– Cause & effect– Structure & Function
• Patterns
• Systems– Scale– Change & stability– Matter & energy
19
SystemsSystems
• organization
20
Systems, from engineeringSystems, from engineering
• Structure & material– Components
• Processes– Components
21
Your turnYour turn
• Select a unit you teach
• What are the standards?
• What system addresses those standards?
22
What is engineering?What is engineering?
• What do engineers do?
23
ABET, keys to engineering educABET, keys to engineering educ
• Design a system, component, process
• Analyze & interpret data
• Produce a system, component, process
• Design, produce, improve
• http://www.abet.org/accreditation-criteria-policies-documents/
24
Student OutcomesStudent Outcomes
• (a) apply mathematics, science, & engineering
• (b) design and conduct experiments, & analyze and interpret data
• (c) design a system, component, or process with constraints
• (d) function on multidisciplinary teams
25
Student Outcomes, cont’Student Outcomes, cont’
• (e) identify, formulate, & solve engineering problems
• (f) understanding ethical responsibility• (g) ability to communicate effectively• (h) understand the impact of engineering
solutions– global,– Economic,– Environmental,– societal context
26
Student Outcome, cont’Student Outcome, cont’
• (i) life-long learning
• (j) knowledge, contemporary issues
• (k) ability to use– Techniques,– skills, &– modern engineering tools
27
Engineering essenceEngineering essence
• Cycle– Test– Improve
28
http://legacy.mos.org/eie/engineering_design.php
Engineering overviewEngineering overview
• Process
• Trade offs
• Trial & error
29
Your turnYour turn
• What engineering applications fits the standard that you selected above?
30
Some ideasSome ideas
• Create a machine for a children’s museum that would simulate a cell.
• Design an experiment that will prove that only the weight of an object will affect its frictional force. Hint: keep the surfaces made of the same material, and use an incline plane.
31
Some more ideasSome more ideas
• Create a game that will simulate the energy dynamics of molecules breaking apart and coming together. Do a storyboard to show the stages you expect to simulate
32
Even more ideas
• Zeus & Hera are wanting to create life on earth, so they assign the lesser gods to engineering teams to create a unit of life. They are to use a space large enough for them to walk through it to do their work. When they are done and have argued their cases to the ruling gods, then they will shrink it down to a miniscule size—they are not sure what to call it, a house, a room, a cubicle, maybe a cell. The teams are to decide what the various processes should be inside the dwelling, to guarantee life.
33
Discussions & questionsDiscussions & questions
34
Thank youThank you
George W. Stickel, Ph.D.
Associate Professor, Director
Teacher Education
Co-director SPSUTeach
Building J-353
Southern Polytechnic State University
Marietta, GA 30060
678-915-4601 Office
678-915-4602 FAX
http://www.spsu.edu/spsuteach35