ERIC EJ861288: STEM-Based Computational Modeling for Technology Education

2008·0.14 MB·English

by  ERIC

STEM-Based Computational Modeling for Technology
20 Education
s Aaron C. Clark and Jeremy V. Ernst
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gy Abstract Development, 2007), or the new Perkins Act
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ol According to professionals in education, (U.S. Department of Education, 2007), and what
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c change is an ever-present and evolving impact the initiatives have on the future. The
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process.With transformation in education at both intent of this paper is to define the authors’
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al state and national levels, technology education views on the direction of technology education
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ur must determine a position in this climate of for the next 10 years.
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The future of technology education based on an Current Changes in Technology
Education Curriculum
ongoing research project. The purpose of the
Looking into skills for the 21st century,
project is to show a contemporary view of one
authors Murnane and Levy (2004) stated that for
direction that technology education can take for
the United States to remain globally competi-
providing 21st century skills and learning to
tive, new skills such as expert thinking and com-
students.
plexcommunication need to appear in curricula
Change in Technology Education at all levels. Expert thinking addresses abilities,
Over the years, the technology education such as critical thinking skills and creativity,
profession has experienced several changes in required to solve problems outside traditional
the content taught and the waythe field is pre- frameworks. Complex communication addresses
sented. From the manual arts movement to the the need to havestudents breakdown informa-
Jackson Mills Project, change and the ability to tion and communicate in different forms and in
refocus curricula has been central to the identity avariety of ways to a diverse set of audiences.
of the technology education profession. One of
Considering the competencies outlined by
the reasons students and society benefit from
Murane and Levy (2004), how can technology
modernized technology education is because of
educators, during the next 10 years, bring expert
its willingness and ability to anticipate and iden-
thinking and communication skills into the
tify necessarychange (Gomez, 2001).
classroom? The authors of this paper suggest
Computational modeling is one example of con-
focusing on a national technology education cur-
temporary technology that can be taught in the
riculum that can transform the discipline to
classroom and allow students to acquire 21st
include engineering, design, and computational
centuryskills. This capability to identify areas
science (i.e. computation modeling) as new
of change, allows the profession to grow and
areas of study underneath the broader umbrella
take on new endeavors that have resulted in the
of STEM education. Engineering, design, and
discipline remaining contemporary(Partnership
computational science, through the study of
for 21st Century Skills, 2004).
technology, will permit the use of higher order
The current trends in education that are thinking skills, the integration of academic
related to the discipline include areas of integra- areas, and the placement of a broader focus in
tion, academic accountability, and a variety of areas needed for future economic growth in the
literacies (Partnership for 21st CenturySkills, United States.
2004). Although educators in the field have
Engineering education can be used to bring
embraced a need for technological literacy, asso-
about career awareness for those students wish-
ciated standards, and the integration of content
ing to become professionals in engineering- and
in the areas of science, technology, engineering,
technology-related disciplines or as a way to
and mathematics (STEM), few have evaluated
link physical sciences to technology for real-
the role in the No Child Left Behind Act (U.S.
world understanding (Varnado & Pendleton,
Department of Education, 2007a), the
2004). Modeling, testing, analysis, and simula-
President’sInformation Technology Advisory
tion could all be major components of this type
Committee (PITAC) Report(National
of technology education curriculum. The study
Coordination Office for Networking and
of engineering, through a course for all students
Information Technology Research and
or a course for those wishing to pursue engi- play in technology education? The authors of
neering as a career, helps address expert think- this paper believe that the inclusion of computa-
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ing, established by Murnane and Levy (2004). tional science will assist in addressing issues
related to drop-out rates and 21st century skills. Th
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Design concepts also can be easily integrat-
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ed to address expert thinking and particularly, Computational science,as defined in this u
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complex communication. Although design has paper, comes from the extensive research con- a
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been a part of the technology education curricu- ducted for the development of a new scope and f
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lum since its beginning, only with the develop- sequence for technology education in North ec
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ment of the Standards for Technological Literacy Carolina. Computational science within technol- n
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(STLs) has it come to the forefront. The authors ogy education will aid in the integration and log
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suggest that during the next 10 years, technolo- enhancement of STEM-based education. The S
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gy educators should find a unique way to pres- National Coordination Office for Information d
ie
ent design through the study of technology. One Technology Research and Development spon- s
suggestion would be to not solely concentrate on sored a presidential taskforce to look into 21st
traditional areas within design education, but to century skills. A product of this taskforce was
classify design into three categories that can be the establishment of the President’s Information
easily supported by the STLs. Design curricula Technology Advisory Committee (PITAC). The
could present information as related to three PITAC (2005) defines computational scienceas
worlds: micro, human, and macro. the ability to arrive at solutions to real-world
problems through computing applications. This
The micro world would use design to prob- definition further includes areas of modeling,
lem solveand reconstruct at the level that is nor- simulation, computer science, information sci-
mallyinvisible to the human eye. This would ence, and computing infrastructure to support
allow for the inclusion of scientific concepts areas of science and engineering in solving
(i.e., nanotechnology and areas of biotechnology problems. Members of the PITAC consider this
and biometrics) involving data-driven simula- area as a multidisciplinary approach to address-
tions. The human-built world is where most pro- ing 21st century challenges, and thus view visu-
fessionals see design components being posi- alization as a key to complex communication
tioned. Design at this level includes a variety of across disciplines.
areas of problem solving, including re-engineer-
ing a variety of devices for improvement. The Considering this definition and all the com-
human-built world of design could include, but ponents associated with the report, the authors
not be limited to, the traditional areas of graphic of this paper determined that computational sci-
and industrial design. Finally, the macro world, ence would be the next area for study at both the
within a 21st century design curriculum for state and national levels. Computational science
technology education, would include the archi- at the secondary level includes the use of multi-
tectural, civil, and transportation areas. This disciplinary approaches to learning (i.e., STEM
would encompass the study of civil structures, integration), tools (i.e., computers), and tech-
environmental design, and community planning niques (i.e., real-world scenarios) that can attract
(International Technology Education students, especially those deemed at risk for
Association, 2005). dropping out of school. At-risk studentsare
defined, in this paper, as “students whose eco-
Changes to existing national curricula nomic, physical, emotional, or academic needs
focused on technology education are currently go unmet or serve as barriers to talent recogni-
being defined by the profession and may tion or development, thus putting those students
become a part of technology education within in danger of underachieving or dropping out”
the next 10 years. But what can be done to (National Association of Gifted Childeren, 2008,
address the twoskills of expert thinking and ¶8).Computational science will allow for the
complex communications as a collective unit? integration of science and technological literacy
How can the professionals in the area of to occur though the study of visualization and
Technology Education address the current prob- the development of both virtual and physical
lems of high dropout rates, teaching 21st centu- models. This definition was developed so that
ry skills to all students, and bringing relevance true STEM integration could occur in the tech-
to the classroom? Additionally, what roles do nology education classroom at the same time
expert thinking and complex communications that 21st century skills for students taking
technology education courses are being devel- cal foundation. This model became too complex,
oped. The authors believe that this new area will and teachers lost focus and were unable to
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be important as technology educators try to achieve the collaboration necessary for the
es reach and support both state and federal initia- model to serve as an effective educational
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u tives while maintaining the intended focus: t approach. The researchers decided that a supple-
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echnological literacy for all. mental companion approach, as opposed to an
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o integrated companion approach, would be easier
hnol STEM in the Curriculum to implement. Such a supplemental approach
Tec Hevesi (1999, 2007) reports on a research targets specific academic content, whereas the
of study conducted by the Comptrollers Office in integrated approach spans multiple core areas
al the City of New York that identified three major
n simultaneously. The research described in the
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u skill and knowledge indicators of workforce suc-
o next section was conducted for the development
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e cess after high school: (1) mathematics compe- of a STEM-based curriculum for technology
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educators in North Carolina; as it also illustrates
logical competency. Hevesi indicated that stu-
the demonstration of power that computational
dents are poorly prepared, academically, in
science can have on the future of technology
mathematics and science in early grades, ham-
education worldwide.
pering knowledge growth in advanced mathe-
matics and science courses in later educational The North Carolina STEM Project: A
endeavors. Hevesi (2007) also indicated a Future Model for Technology
Education
teacher training shortage in mathematics and
science disciplines. An evaluation of the find- The North Carolina STEM project (NC-
ings from the study led to the recommendation STEM), sponsored by the North Carolina
of integrated content across science, technology, Department of Public Instruction Career and
and mathematics with a supportive teacher pro- Technical Education division and North
fessional development structure. Carolina State University, was designed to aid in
the endeavor to keep at-risk high school students
Considering this need to bring about STEM in school. The project gave students additional
and the different competencies needed for the help in the areas of mathematics and science
future workforce, the authors of this article (which required a passing grade for graduation)
began the process of developing a STEM model using career and technical education (CTE) con-
for technology education that would address tent and proven pedagogical methodologies such
Murnane and Levy’s (2004) two central skills, as kinesthetic learning applications and prob-
expert thinking and complex communication. lem-based learning (Stone & Alfeld,2004). The
The skills need to be addressed in such a way NC STEM project evolved from research devel-
that supports initiatives important to the state oped during the past decade that had influenced
and nation. This would include working with the development and funding of curriculum
students deemed at risk for successful comple- projects such as the Scientific and Technical
tion of end-of-grade tests for academic areas. Visualization curriculum and the National
Given that engineering and design are already Science Foundation instructional materials
established areas of study, researchers and edu- development project titled, “VisTE:
cators in North Carolina wanted to see how Visualization in Technology Education” (Clark,
computational science could be used to educate Wiebe, Petlick, & Ferzli, 2004).
at-risk students, while bringing about technolog-
ical literacy. Research has already been conduct- With North Carolina’sneed to improveits
ed on design and engineering education for sec- drop-out rate, the integration model was applied
ondary education, but none had been used to to core academic areas using methods and con-
investigate computational science as defined in tent from CTE for piloting and further develop-
this paper.Therefore, the group set out to find a ing NC-STEM. Note that most models include
way to integrate STEM into the technology edu- the integration of academic areas (science, tech-
cation classroom through the area of computa- nology,and mathematics) focusing on higher
tional science. cognitiveunderstanding that lead toward the
advanced understanding of engineering, science
The initial investigation included computa- and related STEM careers (Brown, 2003). This
tional science fundamentals and relied on a project was designed to use previously described
companion course structure with a full theoreti- integration fundamentals with those students
who were at risk of dropping out of school, not required courses of algebra and biology, and it
with the academically gifted. also incorporated pedagogical methodologies
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brought forth by CTE. The model also required
The researchers of this project believed by that a course be made for each academic subject Th
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making required academic materials relevant to in question (i.e., one for algebra and one for J
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students deemed at risk of failing and dropping biology). ur
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out of school, they were more likely to under- a
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stand the content and pass the end-of-grade tests The companion courses were designed to f
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and therefore stay in school and graduate. use a “hands-on” approach to learning, having ec
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Although myriad academic courses exist, the students use both virtual and physical modeling n
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researchers felt that the first two courses that in the process. The researchers decided not to log
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demanded this type of development and work focus on the academic course competences, but S
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were algebra and biology, since passing grades instead focused on major topic areas in the d
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in both are required for graduation in North “end-of-grade” exam that students have difficul- s
Carolina, as well as in other states (Reddick, ty with as indicated by teachers and statewide
Jacobson, Linse, & Yong, 2007). statistical data (Public Schools of North
Carolina, 2007).
The project began in academic year 2005-
2006 with the development of a theoretical Considering this new model, the researchers
framework that included the teaming of academ- met with teachers, administrators, and pilot test
icsubject teachers with those in CTE (mainly sites throughout the state to decide on an initial
teachers in technology and graphics education). plan of action. From the meetings, a model was
Teachers were to work together to develop and developed and piloted in twofield sites. This
test materials that both academic and technical newSTEM companion model required at-risk
teachers could use in the classroom to enhance students to not only take the required academic
fundamentals in biology and algebra. They were courses but also to take CTE-based companion
asked to focus on areas within the state curricu- courses at the same time to further develop their
lum where academic subject area teachers iden- knowledge in that subject matter and focus on
tified a lack of student understanding. Three areas of difficulty. Students in the course who
pilot sites were selected within the state, all rep- were deemed not at risk were not required to
resenting a population of at-risk students within take the companion course.
their school deemed appropriate for this project.
Due to lack of teacher understanding, mis- The companion courses are not designed to
aligned pacing guides, and inadequate time to replace the existing academic course, but to
cover requirements in the academic course, this compliment the required knowledge and provide
first try was a failure. Further investigation was students with additional time, activities, and dif-
predicated on the observations made from the ferent methods of learning for obtaining the
prior project, where preliminary exploration essential information. During this research, it
within computational science took place. was decided to focus only on one course.
Algebra I was selected because it was identified
STEM Companion Model as a major stumbling block for students
In the academic year of 2006-2007, the statewide.
researchers decided not to continue with the
above-mentioned model. Given their collective The researchers began the process byfind-
experiences and through a careful review of ing teachers in both the academic area of mathe-
additional literature in the field, the researchers matics and in CTE areas of technology educa-
decided to develop a new theoretical model that tion and graphics to develop this new compan-
would fully capitalize on Computational Science ion course for Algebra I (Public Schools of
in an applied manner (Cushman, 1989). It was North Carolina, 2007). Teachers were charged
taken into considering howthe PITACreport with the identification of problem areas for most
could be applied in secondary education; this students in Algebra I, and from this they devel-
new model would focus on literacy within sci- oped virtual and physical modeling activities
ence, mathematics, and technology, as well as that could help students better understand the
the visual and kinesthetic learning associated identified areas. Mathematics and CTE teachers
with CTE areas, especially technology educa- identified the following areas as those with
tion. This model was still focused on the two witch students need the most help:
• Rational numbers sequence. However, expertise is needed to
extract the biology content from curricula and
24 • Irrational numbers
add new activities for those areas within the aca-
• Geometric patterns and equations
es demic course of Biology I that are not represent-
udi • Interpreting graphs and using formulas ed well in the Scientific and Technical
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S for interpretation Visualization curriculum. Initial development of
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olo • Understanding ratios this curriculum change took place during the
chn • Slope 2008-2009 academic year, with the prospect of
Te piloting this companion course for Biology I
of • Quadratic equations with outputs during the 2009-2010 academic year.
nal • Understanding exponential functions
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u This STEM-based project must first be
Jo • Using formulas to solve problems per-
e accepted by professionals in the fields of CTE
h taining to exponential functions and
T and technology education. The researchers
analysis
would like to see this project expand not only to
Activities to teach the identified topics other states, but also into additional courses in
included the use of computer-aided design, both mathematics and science. Suggested cours-
web-based gaming applications, and developing es for this type of companion course develop-
PowerPoint Presentations. Instructional activities ment would include Algebra II, Geometry, Earth
that involve modified board games and electron- and Environmental Science, and Chemistry, just
ic games, such as Battle Ship and Sudoku, proj- to name a few identified by the research con-
ects, such as rubber band/mousetrap cars, and ducted within this project (see Figure 1). The
maglev trains, were used to further engage stu- authors of this article believe that by including
dents. It was believed that students would not the proposed STEM courses under the area of
onlysee the relevance of algebra in their every- computational science and including engineer-
day lives, but also would enhance their comput- ing and design, the two skill sets needed for the
ing skills in areas of CAD, illustration, electron- 21st century as indicated by Murnane and Levy
ic presentation, and spreadsheet software. (2004) will have been met.
Students further develop visual skill in using
Overall, this is a “win-win” scenario for all
both 2D and 3D graphics as a way of communi-
involved. Students get a chance to take addition-
cation, while content understanding is enhanced
al courses that further establish relevance of aca-
through developing static and dynamic models.
demics while gaining valuable computing skills.
During the ongoing evaluation process of Academics get a “boost” within the accountabil-
the Algebra I companion course, the Biology I ity movement, and teachers perhaps experience
curriculum for the STEM project began its ini- less classroom management problems because
tial development through the already existing of heightened student engagement.
CTE curriculum, called Scientific and Technical
In addition, there is the potential for more
Visualization I and II. This second biology-
students to pass their courses and stayin school.
based curriculum for the project should require
More students complete a sequence of CTE
less modification since most of the content
courses, increasing its ability to address the
already exists within the CTE Scientific and
drop-out problem plaguing most schools. With
Technical Visualization curricula currently being
the current focus for education on academics,
taught under the technology education scope and
Figure 1. Proposed Courses for Computational Science to be Included in the
Curricular Scope and Sequence
Mathematics Model Technology
Algebra I Virtual & Physical Modeling – Algebra I
Algebra II Virtual & Physical Modeling – Algebra II
Geometry Virtual & Physical Modeling – Geometry
Science Models Technology
Biology Scientific Visualization – Biology
Earth & Environmental Science Scientific Visualization – Earth & Environmental Science
Physical Science Scientific Visualization – Physical Science
this allows CTE to play an equal role in the edu- based and one mathematics-based course and
cation of students. Curriculum development preferably two science-focused and three mathe-
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should show that STEM and the integration matical-focused courses. Beyond the argument
model proposed nationally can be highly effec- offered by the PITAC, there are two other cours- Th
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tive, indicating that STEM is not just for the es directly related to CTE’s and technology edu- J
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academically gifted students; it can be used to cators’mission at the national level. The first ur
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help a significant portion of students understand argument is predicated on the new Perkins Act al
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relevance, accept rigor, and pass end-of-course and pedagogical theory; the second, on experi- f
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tests. There are several additional reasons why ences learned while implementing the NC- c
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this project should be implemented at the STEM Project over the past two years. o
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national level through technology education. The g
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first two are its timeliness and its imperative First, the new Perkins legislation requires S
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need. At no time in recent history has there been CTE to take greater responsibility in helping die
more concern voiced (by policy leaders, practi- students understand and apply academic con- s
tioners, and citizens) for acting on the problems cepts. The companion course structure clearly
that call for high school reform. By developing assists in the application of academic concepts.
curricula offered as companion courses to aca- The pedagogical assumption is that STEM
demic courses taught in every high school, strategies make sense and work. For the purpose
schools will not be required to implement major of this proposal, a STEM project is defined as
changes in course offerings. However, adopting the integration of three curricula: science, tech-
this project’s strategies will entail a major nology (encompassing engineering at the K-12
change in the wayscience, technology (applied level) and mathematics. STEM is essentiallyan
engineering), and mathematics education pro- integration strategy. There is ample research evi-
grams are offered. Also, the project addresses dence indicating curriculum integration is effec-
the spirit and intent of the national No Child tive, although more difficult to implement at the
Left Behind legislation—serving all children high school level.
well by providing an education that enables
The second argument is more practical and
them to become responsible, contributing, and
comes from lessons learned through the NC-
participating citizens.
STEM Project. The initial idea for NC-STEM
ANational Need for Computational was to serve a cohort of students who would be
Science to be Taught in Technology concurrently enrolled in math, science, and tech-
Education; beyond Engineering and nology (Scientific and Technical Visualization)
Design
courses. Integrated activities would be created
The President’s Information Technology which would incorporate concepts and princi-
Advisory Committee wrote: “Computational ples from each of the three areas. The idea
Science—the use of advanced computing capa- seemed to make sense, but turned out extremely
bilities to understand and solve complex prob- difficult to put into practice. Therefore, a sim-
lems—has become critical to scientific leader- pler strategy of pairing two courses together as
ship, economic competitiveness, and national companion courses, rather than trying to link
security. The membership of the PITAC believe three courses, made for a more focused
that computational science is one of the most approach. Designing companion Scientific and
important technical fields of the 21st century Technical Visualization courses for a particular
because it is essential to advances throughout science such as biology makes it easier to stay
society” (p. iii). The report continued: “Global focused on the specific essential science ideas.
competitors are increasinglytesting U.S. preemi- Further,companion courses enable administra-
nence in advanced R&D and in science and tors to sequence the course to reflect the
engineering-based industries” (p. 7). Further, the sequencing used in science programs.
PITAC stated: “We are now at a pivotal point,
with generation-long consequences for scientific This same argument was the rationale for
leadership and economic competitiveness if we the proposal of the Mathematical Modeling and
fail to act with vision and commitment” (p.18). Analysis sequence. However, there is a differ-
ence between the science and mathematics com-
The authors of this article are proposing putational sequences in that the computational
to expand the current technology education mathematics courses are structured to heavily
program by adding at a minimum one science- incorporate physical modeling where the
computational science sequence relies primarily The area of computational science incorpo-
on virtual modeling. rates a truly new way of seeing what technology
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education can do to support both state and fed-
es While STEM strategies serve both gifted eral initiatives in education. By having courses
udi and at-risk students well, the Computational that link science and mathematics to technology
t
S Science Program would permit academically through the development of both virtual and
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o struggling students to apply simple and complex physical models, STEM content integration can
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hn modeling tools to better understand science, take place for students. CTE also is at a cross-
c
Te technology, engineering, and mathematics con- roads; the future of CTE may not be the tradi-
of cepts and principles. It is expected that the tional training of more automotive technicians,
nal strategies incorporated in this program will cabinetry makers, or cosmetologists, but the
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ou make for increased understanding possible for enhancing and support for academic areas using
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e students who would otherwise fail to reach a the established pedagogy that works well with
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T high degree of technical and academic attain- students.
ment in traditional settings. The computational
science courses are meant to be taken as com- Overall, the future of technology education
panion courses, but do not have to be as long as is yet to be determined and no one can forecast
students have the academic area reinforced at with certainty the course of direction. It is the
some given point. belief of the authors of this article that provided
the current educational climates; technology edu-
Conclusions and Recommendations
cators must demonstrate how they can enhance
Reflected in this article are the collective
learning of academic areas centered on techno-
views of the authors as they consider the future
logical literacy needed for the 21st century.
of technology education for the next 10 to 20
years. Technology education is yet at another Note: This paper was presented at the 94th
crossroads with its professional interests and Mississippi Valley Technology Teacher
associations. Currently, technology educators Education Conference in Rosemont, IL
have embraced engineering and design as core
concept. The authors conclude that as long as Dr.Aaron C. Clarkis an Associate Professor of
the concepts taught within the newcore areas Technology, Engineering and Design Education
reflect best practices and technological literacy at North Carolina State University in Raleigh,
for all students, from the gifted students to the and is a member of the Alpha Pi Chapter of
students at risk for failing, success will (for
Epsilon Pi Tau.
most students) follow through integration
brought about bySTEM. Jeremy V. Ernst is an Assistant Professor in the
Department of Mathematics, Science, and
The authors believe that technology educa-
Technology Education at North Carolina State
tion can work in collaboration with engineering
University in Raleigh, and is a member of the
groups so that all students can gain from taking
Gamma Tau Chapter of Epsilon Pi Tau.
aclass in technology education. As educators
prepare students to be expertthinkers in the 21st
century, they must keep in mind that the study
of engineering and the overall applied concepts
that can come from this area can be appropriate
for most students. Further, design processes are
also major contributors to students’understand-
ing of products and sequences. By establishing
design as a study within the micro- , human- ,
and macro-built worlds, students will learn all
facets associated with these products and
processes and will have a better understanding
of the role design plays in several disciplines
outside of traditional graphic arts. Design
processes can serve as the integrator and driving
force behind curriculum development targeting
complexcommunication.
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