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• W757173617 abstract "A number of speakers on education reform start a talk with a slide of a classroom in the late 1800's and point out that the classroom has changed little and then go on to describe how our education system broken, how our teachers are unmotivated, and that our students are failing. However, in my 20 years of working with schools, I have been impressed at the change that is happening in schools; students are excited to learn and teachers are innovating in their classrooms. I not think today's classrooms look like (or imitate) those of a century ago. I have seen students build plastic worlds with LEGO bricks, measure temperature changes with digital probes, predict and then plot data sets on a computer, research online through a tablet, use social networks like Edmodo.com to share ideas and discuss mental models, program robots to solve challenges or measure data, make stop action movies to argue an idea, and use video and audio recording to learn, validate, and reflect on their knowledge. None of these were in my elementary school classrooms and were not even a dream in the classroom in those old photographs.My personal quest has been in promoting engineering literacy for all students at all grade levels. When a friend (Ioannis Miaoulis) and I started the quest 20 years ago, we were met with skepticism when we told teachers we wanted kindergartners to engineer. Engineering was not even offered in high schools, let alone middle and elementary schools. No child, it was thought, had sufficient science and math knowledge to do engineering. Luckily, Ioannis and I were young, naive, and enthusiastic - and soon we found that providing students with open-ended design problems and reverse-engineering problems not only motivated them to ask insightful questions about the science, but also had them actively pursuing knowledge in almost every discipline. Some of those same teachers came back a year or two later with excellent examples of student engineering.I believe that the work done in engineering classrooms should be characterized by a large diversity of student solutions to the problem, often leading to distributed expertise across the classroom (Jonassen, 1997). Unlike the traditional worksheet where there is an answer key and everyone is pushing to get the same right answer, in an engineering classroom, everyone's solution is different and therefore peer learning (which is often labeled cheating in the worksheet case) becomes a powerful pedagogical tool, as students look to each other for advice and expertise. As a result, engineering classrooms see increased argumentation as students validate and defend their ideas to each other (similar to the peer tutoring and peer assessment research) (Topping, 1988). Students learn to be skeptical and to question. In this way, the classroom is more like an English classroom, where students have differing opinions about the literature that they need to support with evidence from the text, than a typical science classroom, where opinions are not always welcome (which is a whole different problem that needs to be addressed) (Hammer & VanZee, 2006).Engineering classrooms are also characterized by repeated failure, resilience, and eventual success. If one wants to promote creativity and innovation, one must promote risk-taking and, as a result, one must expect failure. If there is no failure, then there are no risks. Students learn how to fail, how to gain expertise as a result of that failure, and how to become more adept at identifying potential early on in the project. The power of math and science knowledge often shows up as the ability of the students to predict an outcome of a given design choice, and therefore predict success or long before any fabrication has happened. One recent study documented an approach called productive failure that shows impressive mathematics gains for middle school students who engage in challenging problems that foster failing (Kapur & Bielaczyc, 2012). …" @default.
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• W757173617 date "2012-07-01" @default.
• W757173617 modified "2023-09-26" @default.
• W757173617 title "Engineering in Kindergarten: How Schools Are Changing" @default.
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