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Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings

机译:通过工程设计推进综合阀杆学习:六年级学生的设计与抗震建筑的构建

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摘要

As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group problem solving involved moving iteratively between design phases, frequently revisiting problem scoping, being cognizant of the problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of problem components simultaneously, indicating their capabilities in handling the complexity of the task.
机译:作为3年纵向研究的一部分,136名六年级学生在涉及综合词干学习的地震中完成了基于工程的问题。学生使用工程设计流程和纪律知识来规划,素描,然后建造旨在承受地震损坏的建筑,考虑到许多限制。在测试中,学生重新设计建立改进的结构。使用设计过程的框架,我们向计划,创建注释草图和将这些转换为3D模型中的学生的能力报告。对核心词干概念的理解在他们的反应中是显而易见的,包括形状性质,稳定性,刚性,平衡,强度和工程技术。组问题解决涉及迭代地在设计阶段之间移动,经常重新审视问题范围,以问题目标,边界和约束的认识,以及欣赏设计草图作为引导结构。还观察到学生同时考虑一些问题组件,表明他们在处理任务的复杂性方面的能力。

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