Using Engineering as a Context and Pedagogical Strategy for Engaging Students in Mathematical Modeling, Computational Thinking, and Design
Rutter, James, Education - Curry School of Education, University of Virginia
Garofalo, Joe, CU-Curr Instr & Sp Ed, University of Virginia
Bull, Glen, CU-Curr Instr & Sp Ed, University of Virginia
The focus of this dissertation is on the role of engineering in K-12 schools in three different contexts. The goal is to understand better how teachers can leverage engineering as a context-rich subject as well as a pedagogical strategy for supporting students’ learning. The first manuscript explores engineering as a context for engaging middle school students in a challenging mathematical modeling activity that involves non-linear relationships. The second manuscript explores engineering as a context for engaging middle school students in physical computing activities and evaluating their computational thinking. Results of this study report on what computational thinking students demonstrate in this context. Finally, the third manuscript explores the pedagogical strategies implemented within an engineering design context. That is, this study focuses on how engineering can be used as both a context and pedagogical strategy for supporting students through the design process. These three studies offer insight into how engineering can be used in formal and informal K-12 settings to support students in a variety of ways.
PHD (Doctor of Philosophy)
Engineering Education, Engineering Design , Mathematical Modeling, Computational Thinking , Middle School