Transcript STEM Education includes:

EEA 2012 – Middle School STEM
Day 3 Content Session
Choose one of the following…
• Use the STEM 5E Lesson Plan Template to create a
STEM centric lesson to add to one of the unit seeds
presented.
• Use the STEM Unit Plan Template to develop a STEM
unit outline based in your content area.
• Use the e-portfolio instructions and exemplar
presented to create an e-portfolio for your students to
reflect on their STEM experiences in middle school.
Three Step Interview
Cooperative structure that helps
participants listen to, appreciate
and learn from the ideas and
thinking of others as they share
information.
Participants will:
• develop an understanding of the Core Beliefs of
STEM Education in Maryland.
• understand how the “E” in STEM could be
incorporated in classroom instruction.
• practice using the engineering design process
as a model for including the “E” in STEM.
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Stem – Science rigor is stressed with a connection to
engineering and math as appropriate. Scientific tools
(technology) are used as an aid to develop science
understanding.
sTEm – Technology and Engineering rigor is stressed
with an application of science and math as appropriate.
steM – Math rigor is stressed with a connection to
science as appropriate. Technology is used as an aid
to develop mathematics understanding.
Core Belief 1:
STEM Education integrates all four contents of
Science, Technology, Engineering, and
Mathematics and promotes application of this
integration in other content areas.
Core Belief 2:
STEM Education is rooted in problem and projectbased pedagogy where students answer complex
questions, investigate global issues, and develop
solutions for challenges and real world problems.
Core Belief 3:
The goal of STEM Education in Maryland is to
increase access to learning that prepares students
for post-secondary study and the 21st century
workforce.
Rigor in all four subjects
This aligns with the goals of the Common Core Curriculum.
“ Engineering is the profession
in which knowledge of the
mathematical and natural
sciences, gained by study,
experience, and practice, is
applied with judgment to
develop ways to utilize,
economically, the materials
and forces of nature for the
benefit of mankind.”
(William C. Oakes, 2006)
Engineers can do anything!
Engineering Education Service Center
http://www.engineeringedu.com
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Can you draw a connection between the STEM
Standards of Practice and the STEM career of
Engineering?
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Did you note any strategies that middle school
students could employ to begin to prepare for a
career as an engineer?
Similar:
“ Engineering and science are similar in that both
involve creative processes, and neither uses just
one method. And just as scientific investigation
has been defined in different ways, engineering
design has been described in various ways.”
(National Research Council, 2012)
Different:
The scientist searches for answers to questions to
obtain a knowledge of why a phenomenon occurs.
The engineer also searches for answers to
questions, but always with an application in mind.
(William C. Oakes, 2006)
Research &
Development
Systems
Sales
Testing
Design
Manufacturing
Consulting
Operations
Management
“Engineering is sometimes thought of as applied science,
but engineering is far more. The essence of engineering
is DESIGN and making things happen for the benefit of
humanity.” (William C. Oakes, 2006)
So, What is the
in STEM Education?
• STEM
modules
• Students employ the
EDP to design solutions
to real world problems
or issues.
• Contact:
[email protected]
“A Collaborative Project between the University of Maryland Baltimore
County and University of Maryland School of Medicine. Funded through a
grant from the National Science Foundation.”
INSPIRES: http://130.85.11.37/imd/default.aspx
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Establish the actual problem clearly
Identify sources of information to help understand
the scope and nature of the problem
Restate the problem you are solving in your own
words.
Establish preliminary goals or success criteria
which will provide a means to compare possible
solutions during the design process.
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Is there a solution to the problem that may already
be available?
Is there a solution to a similar problem that could
be modified to meet the goals of the current
problem?
Creatively develop as many potential solutions to
the problem as possible.
No idea is eliminated from consideration.
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Examine the list and eliminate duplicates.
Allow the team to ask clarifying questions.
Ask the team to evaluate the ideas.
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Mathematical Models – relate conditions and
properties as functions; may use computes to
assist in visualizing the changing parameters.
Scale Models – may not include all of the features
or functions; useful for visualizing the actual
product.
Diagrams or graphs – tool for visualizing (e.g.
electrical circuit diagrams, system graphs)
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Test the solution against the established
goals/criteria established in the first step of the
engineering design process.
Evaluate the advantages and disadvantages of
the proposed solution.
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Methods of communication include detailed written
reports, technical presentations, diagrams,
drawings and sketches, computer printouts,
charts, and graphs.
INSPIRES: http://130.85.11.37/imd/default.aspx