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National Center for Engineering and Technology Education

The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education. (Contains 1 table and 2 figures.)

Descriptors: Engineering Education, Engineering, Design, Technology Education, STEM Education, Elementary Secondary Education, Federal Aid, Course Descriptions, Curriculum Evaluation, Scoring Rubrics, College Faculty, Semi Structured Interviews, Case Studies, Data Analysis, Phenomenology, Learning Activities, Evaluation Criteria

National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete[at]usu.edu; Web site: http://ncete.org





Autor: Asunda, Paul A.; Hill, Roger B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2631&id=ED538912







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