Next Friday (2/15), at 1:00 pm, Dr. Emilie Siverling , a candidate for the Discipline-Based Engineering Education Faculty position at UNL, will be sharing her research entitled "Pre-College Students' Use of Evidence in Engineering Design-Based Curricula".
Abstract:
National and state standards support science, technology, engineering, and mathematics (STEM) integration in pre-college classrooms. In engineering design-based STEM integration, students learn STEM content and practices through the design of an engineering solution. Within this context, I have researched how middle school students make connections among the STEM disciplines by using evidence throughout an engineering design process. I will present research I have done regarding evidence-based reasoning, the practice of justifying design ideas. I explored the situations that prompted students to justify their design ideas and the types of STEM content those ideas and justifications used. This work led to my dissertation where I am exploring how students’ conceptions about heat transfer develop throughout a unit, especially when students use those concepts as evidence for their design ideas. I will discuss the impacts of these results for pre-college settings and also how they can translate to undergraduate engineering education.
Bio:
Emilie A. Siverling received a B.S. in Materials Science and Engineering from the University of Wisconsin-Madison and an M.S.Ed. in Curriculum & Instruction-Science Education from Purdue University, and she is a former high school chemistry and physics teacher. Her research interests are in pre-college STEM integration, primarily using engineering design to support secondary science curricula and instruction.
Time: 1:00 pm on Friday, Feb. 15th
Place: SEC 237
Zoom link: https://unl.zoom.us/j/506917742