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MONTEREY BAY
Applying the Engineering Design Process using a
Design Challenge: A Covered Wagon
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Mary Pat Vargas
September 10, 2016
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ ___________________________ __________
Advisor Name
Signature
Date
___________________________ ___________________________ __________
Capstone Instructor Name
Signature
Date
Table of Contents
Executive Summary........................................................3
Introduction/Background................................................4
Project Background.............................................................4
Problem Description............................................................5
Analysis of Learners............................................................6
Current Performance...........................................................7
Desired Performance...........................................................7
Literature Review................................................................8
Solution Description.......................................................9
Proposed Solution...............................................................9
Goals................................................................................10
Objectives.........................................................................10
Learning Theories..............................................................12
Instructional Strategies................................................13
Theory application.............................................................14
Analysis of Content...........................................................15
Media Components............................................................16
Potential Challenges..........................................................16
Methods/Procedures.....................................................16
Major Deliverables.............................................................17
Steps for Completion.........................................................17
Resources....................................................................17
Acquiring Resources..........................................................18
Timeline/Progress Report.............................................18
Milestones........................................................................18
References..................................................................21
Appendix A 2015 Survey: The Engineering Design
Process.......................................................................23
Appendix B 2016 Survey: The Engineering Design
Process.......................................................................24
Appendix C Design Challenge: A Covered Wagon..........27
Appendix D Major Deliverables...................................27
Appendix E e-learning Module (Usability Evaluation)....30
Appendix F e-learning Module (Usability Evaluation)....31
Executive Summary
Plans for delivering an elementary education curriculum that consists of
science, technology, engineering, and math (STEM) is in its infancy in the Union
School District. Key goals for the STEM program include advancing student
problem-solving abilities and collaboration through cross-curricular experiences
especially as they apply to engineering and technology. Many instructors of
younger students have long provided challenging activities that relate to
engineering. However, engineering as a subject has not been a focus of the
elementary classroom.
The writers of the Next Generation Science Standards (NGSS) intend to
create a new vision for science education. The writers of the NGSS used the
framework for science adding several conceptual shifts. This Capstone seeks to
address shift #5: Science and engineering are integrated into the NGSS from K
12, providing the impetus to formally address engineering early in a students
experience with science. It is noticeable that now engineering, technology, and
their core ideas have the same status as science (CA Department of Education,
2013).
The goal of this Capstone is to provide a curriculum that teaches the
engineering design process to elementary students through the active involvement
of an original design challenge. The young learners in the Union School District
will use six steps of the engineering design process: ask, imagine, plan, create,
improve, and share. Current resources regarding the engineering design process
lack elaboration regarding the skills or collaborations essential for application of
the engineering design process - the how is missing. This Capstone will require
students to recall understandings from a particular design challenge and connect
those experiences to the engineering design process. Additionally, the elaboration
of several core strategies: researching, brainstorming, creativity, and collaboration
occurs. These strategies contribute to the successful employment of the
engineering design process.
Introduction/Background
Project Background
In the course of his State of the Union Address, President Obama
confirmed his support for Science, Technology, Engineering and Mathematics,
(STEM) education: I want Americans to win the race for the kinds of discoveries
that unleash new jobs - converting sunlight into liquid fuel; creating revolutionary
prosthetics, so that a veteran who gave his arms for his country can play catch with
his kid again. Pushing out into the solar system not just to visit, but to stay (2015).
Test score comparisons with multiple countries provide evidence that our students
remain in the middle of the pack in science and math abilities. In response to this,
the Obama Administration has committed to providing students with the necessary
skills to appreciate the benefits of challenging, high-paying and rewarding STEM
jobs contribute to the invention of discovery that will keep Americans competitive
in the global market.
In November of 2009, the President launched the Educate to Innovate
initiative to increase American student achievement in these subjects. This ten-year
program includes the efforts of not only the Federal Government but that of
leading companies, foundations, non-profits, and science and engineering
societies who have come forward to answer the Presidents call for all-hands-on
Problem Description
Shoenfeld (1992) acknowledges that changes in instructional style and
curricular content are needed. Renewed effort, he says, should focus on seeking
solutions, not memorizing procedures, exploring patterns, not just memorizing
formulas, and formulating conjectures, not just doing exercises (p 335). Education
has made great strides in teaching problem solving skills, evidenced by the
plethora of texts and websites describing and providing problems, still
Schoenfelds postulations remain relevant because science, technology,
engineering and mathematics (STEM) workers drive our nations innovation and
Analysis of Learners
The learner population consists primarily of fourth grade students, although
the product contains appropriate scaffolds so that third and fifth grade students
may have access to the learning. The total population of fourth grade students at
Lietz Elementary School is approximately 120. Additionally, STEM students at
other district elementary schools will have access to the module. This would
provide an additional 500 users in fourth grade alone. Union School District is a
technology wonderland; beginning in third grade, all students can be described as
adept at using iPads and Chromebooks. It is likely that 98% of fourth grade
students are capable of accessing and using the module with limited instructions.
Current Performance
A recent introduction to a new challenge for fourth grade students revealed
that relatively few (5%) raised their hands to explain what happens during the first
step (ask) of the engineering design process. Ideally, an instructor would expect to
hear several different ideas in relation to the question. Fourth grade students attend
a STEM lab session once a week. Collaboration skills are quite good for the age
group; they need few reminders to be good listeners, compromise, or to stay
involved. The lab instructor rarely intervenes to solve problems. Continued
modeling of the skills involved in the engineering design process occurs daily and
students are able to explain their thinking, problems, improvements needed, and
the next steps.
Desired Performance
The STEM labs at the elementary schools in the Union School District
have been established primarily to affect change in student knowledge regarding
the engineering design process. Students participating in the STEM lab are
expected to use the engineering design process to solve problems. Specific
competencies for the NGSS require students to effectively apply the steps of the
engineering process. This Capstone seeks to provide experience to review, interact
with, test, and participate in an engineering design challenge so that students will
meet the engineering standards of NGSS.
Ask - define and research a problem using the criteria for success or the
limits of possible solutions. Students will know that multiple possibilities
demand creativity and that research provides clarification.
and patience.
Plan - optimize solutions by generating and testing different ideas. Students
strengths and they volunteer to contribute in areas that develop their skills.
Improve - revise solutions several times to obtain the best possible design.
Literature Review
Precious few descriptions exist from the ancient Egyptians that detail the
engineering utilized to construct the Great Pyramids, yet we continue to be
fascinated by the meticulous feat of the creation of the ancient tombs (Shaw, 2011).
One thing is certain; the ancient Egyptians did not discover how to build the
pyramids by reading a textbook in a classroom. The Egyptians satisfied their
curiosity for innovation by experimenting, observing, thinking, and learning from
their failures and successes; it was constructivism at its best.
When the U.S.S.R. launched a spacecraft in 1957, it also unknowingly
helped launch Americas educational reform. The competition demanded the
United States demonstrate expertise in technology and to accomplish this a look at
our education system was mandatory. The inherited Puritan methods were not
exceptional and thus educational theorists such as Jean Piaget, John Dewey, Lev
Vygotsky, Jerome Bruner, and David Ausubel established themselves among the
professionals who contributed to the theory of constructivism. According to
Matthews (2003), While each of these individuals had their own perspective on
human development, they shared a common belief with Dewey's progressive
approach to education, the purpose of which, in regards to education, is to facilitate
the naturally developing tendencies and potential of the child (p. 54).
Nearly every classroom in the Union School District routinely uses state of
the art hardware to enhance learning. This may include whiteboards, iPads,
Solution Description
Proposed Solution
The covered wagon design challenge was developed in the interest of
providing a relevant experience the instructional designer could reference in the elearning module. Students will complete the design challenge, and then complete
the e-learning module. This order allows students to make connections with their
previous experiences providing necessary background knowledge scaffolding the
learning. The positive feedback and fun, child-friendly clipart found in the elearning module will appeal to students. The following is a working outline of the
Goals
The Presidents call for action requires that educators embrace the
constructivist model, infuse it with creativity, and provide opportunities for handson explorations to solve real-world problems. The greatest advancements in our
society from medicine to mechanics have come from the minds of those interested
in or studied in the areas of STEM (Langdon, et. al., 2011, p. 6). STEM
curriculum must engage students in the engineering process through teamwork,
provide the opportunity to analyze multiple solutions, and allow students to
innovate. Engineering projects typically involve hands-on, creative exploration and
it is something elementary learners enjoy (Jordan & McDaniel 2014). There are
many familiar toys that young learners have used at home, and the opportunity to
continue creating through hands-on constructions provides motivation.
Additionally, project-based learning challenges the cognitive skills of the learner
while providing experience with collaboration and planning through the
implementation of the engineering design process. Working knowledge of the
engineering design process is essential if educators wish to provide opportunities
to question, investigate, model, reflect, and explain. This defines innovation.
Objectives
The Accreditation Board for Engineering and Technology (ABET) provides
the following definition: Engineering design is the process of devising a system,
component, or process to meet desired needs. It is a decision-making process, often
iterative, in which the basic sciences, mathematics, and the engineering sciences
are applied to convert resources optimally to meet these stated needs (2015, p. 4).
Although the engineering design process has evolved from the
contributions of several unique processes, defining the exact steps vary by grade
level and profession. However, even the simplest design processes share the basics
of planning, imagining, creating, and communicating; therefore, fourth grade
Recognize the order of the engineering design process steps, and apply the
unique skills each step requires without the help of an instructor, 100% of
the time.
Use an engineering notebook to elaborate details, which may include
drawing pictures, so other students are able to decipher the plan 100% of
the time.
Work collaboratively to solve all design problems with experimentation,
compromise, and without the help of a facilitator, 100% of the time.
Learning Theories
Constructing knowledge is the foundation for the engineering design
process experience. According to Reiser and Dempsey (2012), constructivism
identifies learning as a process to make something. People make sense and
Instructional Strategies
Theory application
Describing and experiencing the engineering design process occurs best with
hands-on, real-world problems. A thorough understanding of the engineering
process necessitates rehearsal of the steps by applying them to actual problems.
The social learning system (Bandura, 1977), describes support for learning
through direct experience or by observing others. The engineering design
Analysis of Content
Captivate Module
Description video: researching and clarification
Drag and drop: features on a covered wagon
Scenario in reference to using the design challenge
Quiz - continue only when successful
Media Components
Expected Outcomes
Ask - what is a
covered wagon?
What are the
constraints and
possibilities?
Imagine - What will
your covered
wagon look like? A
collaborative
brainstorm session
produces more
ideas than initially
collected.
Plan What tools
or materials do you
need to build your
covered wagon?
Describe your plan
in detail with words
or pictures.
Create Assign
tasks. Establish the
talents of the team.
Communicate your
willingness to learn
from each other.
Improve - Make a
simple covered
wagon model and
improve it.
Approach failures
objectively.
Share Create a
short slide show
presentation to
share your work.
Potential Challenges
Fourth grade students will access the e-learning module during their class
time in the STEM lab. Two instructors will be present and can assist with Internet
or Chromebook connectivity issues. Students in the Union School District are
skilled at web navigation and few if any app problems are expected. Students will
access the e-learning through a link provided in their Google Classroom. This is
a routine activity. However, previous access to e-learning modules have resulted in
a delay in connecting to the web site and I anticipate this may occur again as thirty
plus students try to log in at the same time. Patience generally solves this problem.
The face-to-face, collaborative Design Challenge: A Covered Wagon,
presents several challenges including limited materials, access to a preferred
material, poor collaboration skills, inefficient use of time, problem solving
inexperience, and lack of imagination. These obstacles are not unique to this
particular design challenge; students strive to develop them each day. Students
must continually participate in adventurous explorations that allow them to learn
by doing.
Methods/Procedures
Major Deliverables
A summary of the deliverables for this Capstone follows. Details can be
found in Appendix D.
Resources
The design challenge requires a well-stocked STEM lab. Student design
innovation will not be limited because of lack of material. Cardboard, round items
for wheels, fabric, wire, styrofoam, glue, and balsa wood are among the materials
that will foster creativity and allow the students to successfully complete the
challenge. These materials are readily available and the expense of adding them to
the lab is accounted for in the yearly STEM lab district budget. Access to the
Internet through a stable, speedy connection is present in the Union School
District. All students have an assigned Chromebook. Providing a link to the elearning product via Google Classroom will allow simple access and avoid
confusion. Students may visit the STEM lab or complete the e-learning in their
regular classroom.
The skill level of fourth-grade students may affect the design of the
module. Although students have Chromebooks, the use of Google Classroom and
Drive in the STEM lab may prove challenging based on limited experience.
Additionally, iPad experience varies among fourth-grade students. Many
procedures familiar to the students on a Chromebook differ substantially on an
iPad; therefore, a task to snap and upload photos may require more practice.
Acquiring Resources
The instructional designer will access online learning videos to refine
Captivate skills. The e-learning module requires technical expertise in order to
produce a professional looking product. These skills will be developed through
online training, class exercises, and additional support from cohort members. It is
expected that the project will need to be completed with some support from
university instructors.
Timeline/Progress Report
Milestones
Start Date
Completion
9/1/2016
8/25/2016
9/7/2016
Complete
9/1/2016
9/15/2016
9/1/206
10/3/206
10/3/2016
11/28/2016
11/18/2016
11/18/2016
12/2/2016
12/2/2016
12/2/2016
12/9/2016
hours)
Design challenge user evaluation
Design challenge user analysis
Revision/final draft based on usability evaluation &
analysis
E-learning Captivate Module
Ask section
Imagine section
Plan section
Create section
Improve section
Share section
Summary Quiz
Testing/revision
Beta Launch of e-learning module
e-learning program user evaluation
e-learning program learner analysis
Revision/final draft based on usability evaluation &
analysis
Final e-learning Program Submitted
Demonstrated
9/1/2016
9/1/2016
9/16/2016
11/28/2016
9/12/2016
10/12/2016
1/25/2016
Complete
9/12/2016
9/19/2016
9/26/2016
10/3/2016
10/10/2016
10/17/2016
10/24/2016
11/1/2016
11/28/2016
12/05/2016
12/05/2016
9/19/2016
9/26/2016
10/3/2016
10/10/2016
10/17/2016
10/24/2016
11/1/2016
11/15/2016
12/2/2016
12/12/2016
12/12/2016
12/12/2016
12/13/2016
12/13/2016
Jan. 2017
References
Andone, D., Dron, J., Pemberton, L., & Boyne, C. (2007). E-learning
environments for digitally-minded students. Journal of Interactive
Learning Research, 18(1), 41.
Appendix I - engineering design in NGSS - FINAL_V2.pdf Retrieved from
http://www.nextgenscience.org/sites/ngss/files/Appendix I - Engineering
Design in NGSS - FINAL_V2.pdf.
Bandura, A., & McClelland, D. C. (1977). Social learning theory.
Bereiter, C. & Scardamalia, M. (2014). Point of view education for innovation:
Beyond '21st century skills'. Educational Technology Research and
Development, (January - February), 61.
Bruner, J. S. (1964). The course of cognitive growth. American Psychologist,
19(1), 1.
Ar
t
M
at
h
8.
6
%
12.
4
%
Note: Percentages should not be added, they are derived from
separate Likert Scales for each subject. For the full report see
Table 2 in the appendix
Table 1
Covered
Wagon
Challenge
Html job aids
Ask
Imagine
Necessary Elements
Deliverables
Video played over Wi-Fi The Engineering Design Process
explained, video: NASAs BEST
Students, What is Engineering?
Produced by NASA/Goddard Space
Flight Center (2015).
Chromebooks and
Internet access
Chromebooks for each
student
Internet research
directions
Which section contained your favorite activity? (Ask, imagine, plan, create,
improve, share)
Which section was your least favorite activity? (Ask, imagine, plan, create,
improve, share)