Journal of Pre-College Engineering Education Research (J-PEER), 2018
As education works to reconnect student learning to something more than standardized testing, pro... more As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
Simulation modeling is a common tool used in many secondary schools offering technology and engin... more Simulation modeling is a common tool used in many secondary schools offering technology and engineering courses. The performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between students with varying levels of content knowledge within a simulation environment. The results show that students have significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
Journal of Pre-College Engineering Education Research (J-PEER), 2018
As education works to reconnect student learning to something more than standardized testing, pro... more As education works to reconnect student learning to something more than standardized testing, project-based learning (PBL) has become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this particular methodology, the results show that although no significant difference was found in student achievement, there is a significant difference in the perception that students have regarding the importance of understanding slope and y-intercept.
Simulation modeling is a common tool used in many secondary schools offering technology and engin... more Simulation modeling is a common tool used in many secondary schools offering technology and engineering courses. The performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between students with varying levels of content knowledge within a simulation environment. The results show that students have significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
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become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research
regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom
application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a
means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the
context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived
importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this
particular methodology, the results show that although no significant difference was found in student achievement, there is a significant
difference in the perception that students have regarding the importance of understanding slope and y-intercept.
performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct
instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between
students with varying levels of content knowledge within a simulation environment. The results show that students have
significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with
less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.
become a popular way to increase student engagement while providing more authentic applications of student knowledge. While research
regarding PBL is bountiful, little has been done to connect this body of research with student perceptions regarding its classroom
application, especially concerning authenticity and student engagement. This research focuses on the topic of ‘‘task authenticity’’ as a
means to improve student outcomes. Two groups of seventh-grade students were presented the concept of slope and y-intercept in the
context of engineering-based activities. The research design measures if there is a difference in student achievement and perceived
importance of these mathematics concepts when presented with authentic and non-authentic approaches to the material. Given this
particular methodology, the results show that although no significant difference was found in student achievement, there is a significant
difference in the perception that students have regarding the importance of understanding slope and y-intercept.
performance of the final design is usually dependent upon the student’s ability to apply the knowledge learned through direct
instruction from the teacher. This study measures the differences in the outcomes of a performance-based activity between
students with varying levels of content knowledge within a simulation environment. The results show that students have
significantly better performance outcomes when beginning the activity with greater content knowledge. However, students with
less content knowledge perform equally well if given enough time and opportunities to engage in the simulation activity.
Bowen, B. D, Peterson, B., & DeLuca, V. W. (2018). The impact of content knowledge on performance outcomes for middle school students in a design-based simulation environment. CTETE Refereed Paper at the Annual Proceedings of the International Technology and Engineering Educators Association, Atlanta, GA.