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1. Identifying a Solar Cell Misconception Held by Middle School Students; Conference Proceedings of the ASQ Advancing STEM Agenda in Education, the Workplace and Society

   Ing, Marsha; Huang, Peter; LaCombe, Nohemi; Martinez, Yahaira; Haberer, Elaine D (July 2011, American Society for Quality)

   The purpose of this study is to describe the effects of collaboration between a university and middle school that was designed to increase middle school students’ knowledge of solar energy. Three undergraduates enrolled in a service-learning course that covered basic solar energy concepts and formative assessment instructional strategies. The focal point of the course was the implementation of several activities in a middle school classroom that addressed middle school students’ misconceptions about solar energy, such as the amount of solar energy production at low temperatures or on a cloudy day. Data from this study include student performance on a written assessment, individual interviews, and student work. Findings suggest that although middle school students who participated in the activities increased their general knowledge of solar cells, many of the students’ conceptions about how exactly solar cells work were fairly persistent. This paper provides useful information on K-12 outreach efforts that can help students acquire the dispositions and knowledge they need in order to participate in STEM fields. 

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2. The Broader Impacts of an Additive Manufacturing Course at Three Large Universities

   Maloney, Patricia; Cong, Weilong; Zhang, Meng; Li, Bingbing (June 2020, Proceedings of the American Society for Engineering Education)

   This paper documents the effects of an additive manufacturing course on two sets of students: (1) the undergraduates who took the course and (2) the middle and high school students who visited our labs. At the time of the conference, nine semesters of data (three years at three schools) will have been collected, as well as data from the middle and high school students who visited our labs. Overall, our research questions were: (1) what is the effect of this course on the content knowledge of (a) enrolled undergraduates and (b) middle and high school students? And (2) what is the effect of this course on the attitudes towards engineering and self-efficacy in engineering for (a) enrolled undergraduates and (b) middle and high school students? To determine the answers, our longitudinal matched-pairs data collection was conducted. In short, as measured by t-test, all students improved on content knowledge (p<.01), but female students improved slightly more than male students (+9.89 versus +9.01, respectively). Undergraduates did not change their minds about the factors that are important in engineering, although they did significantly change their self-efficacy ratings in some skills because of the course. In particular, undergraduates rated themselves higher in teamwork, creativity, and technical skills, which reflect the content and focus of the course. Additionally, we brought multiple field trips of middle and high school students into our labs for outreach. Using a simplified version of the metric described above, we can see that all students improved on content knowledge. 

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3. The Broader Impacts of an Additive Manufacturing Course at Three Large Universities

   Maloney, Patricia A; Cong, Weilong; Zhang, Meng; Li, Bingbing. (June 2020, 2020 ASEE Virtual Annual Conference)

   This paper documents the effects of an additive manufacturing course on two sets of students: (1) the undergraduates who took the course and (2) the middle and high school students who visited our labs. At the time of the conference, nine semesters of data (three years at three schools) will have been collected, as well as data from the middle and high school students who visited our labs. Overall, our research questions were: (1) what is the effect of this course on the content knowledge of (a) enrolled undergraduates and (b) middle and high school students? And (2) what is the effect of this course on the attitudes towards engineering and self-efficacy in engineering for (a) enrolled undergraduates and (b) middle and high school students? To determine the answers, our longitudinal matched-pairs data collection was conducted. In short, as measured by t-test, all students improved on content knowledge (p less than .01), but female students improved slightly more than male students (+9.89 versus +9.01, respectively). Undergraduates did not change their minds about the factors that are important in engineering, although they did significantly change their self-efficacy ratings in some skills because of the course. In particular, undergraduates rated themselves higher in teamwork, creativity, and technical skills, which reflect the content and focus of the course. Additionally, we brought multiple field trips of middle and high school students into our labs for outreach. Using a simplified version of the metric described above, we can see that all students improved on content knowledge. 

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4. Classroom orchestration of computer simulations for science and engineering learning: a multiple-case study approach

   https://doi.org/10.1080/09500693.2021.1902589  

   Magana, Alejandra J.; Chiu, Jennifer; Ying Seah, Ying; Bywater, James P.; Schimpf, Corey; Karabiyik, Tugba; Rebello, Sanjay; Xie, Charles (April 2021, International Journal of Science Education)

   null (Ed.)

   This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-school, high-school, and pre-service teaching levels. Although the classroom orchestration of the particular learning design was customised for specific audiences and contexts, findings from this study suggest that the core components of the learning design, such as content, assessment, and pedagogy, and their alignment among them, resulted in students’ learning. Specifically, results from a pre-post science assessment suggest that the three student groups arrived at similar understanding post-intervention levels, along with a significant aggregate growth in their scientific understanding. Regarding design performance, students in different groups demonstrated different levels of success in meeting design constraints. The findings also suggest that students’ success rate in meeting the design constraints directly influenced their final design performance, where middle-school students had better performance than students in the other groups. That is, across the board, students increased their conceptual understanding of heat transfer, Earth, and solar science and were able to produce feasible designs. Implications of the study include how learning experiences with engineering and science simulations should be designed so that teachers can adopt and adapt materials for their specific audiences, contexts, and settings. 

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5. Building on Students’ Knowledge of Solar Cells: Integrating Mathematics and Science to Support Engineering Design Tasks

   Ing, Marsha; Ward, Mary; Haberer, Elaine D (February 2013, Science scope)

   As science teachers, you observe excitement among your middle school students when they build things, tinker with materials, and work together. The engineering design practices included in the K–12 Framework for Science Education (NRC 2012) are an attempt to harness this excitement and enthusiasm for science and engineering. Integrating engineering design into your laboratory science teaching is an engaging way to support students in learning mathematics and science concepts (Katehi, Pearson, and Feder 2009). This article describes how the three of us (an education professor, a middle school teacher who implements engineering design activities as part of a green STEM curriculum, and an engineering professor) built on student thinking to design a weeklong unit on solar energy that supported mathematics and science learning. The lesson included students designing and redesigning a model solar car and culminated in a model-solar-car race. 

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