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dc.contributor.authorHollers, Kristopher Brent
dc.description.abstractIn recent years there has been a substantial push for the integration of the engineering design process in technology education classrooms. This drive towards cross-curricular incorporation of science, technology, engineering, and mathematics is often referred to as STEM. Its inclusion in courses is designed not only to enhance the study of the STEM subjects, but also to help develop problem-solving skills. While a number of standards have been developed by technology education professional organizations to further drive the movement toward engineering design, there is a noted lack of curricular resources and instructional methods for such integration. Therefore, this study employed an action research method to improve my instructional practice through the implementation and revision of engineering design curriculum across multiple high school robotics classes. Through the study, I saw improvements in my instruction specifically in the areas of resources developed, organization, timing, and knowledge. Additionally, students understood and applied the use of engineering notebooks, the engineering design process, and ballistics to solve an engineering design challenge.
dc.subjectEngineering design, Action research, Technology education, Optimization, Design analysis, STEM, Secondary education, Robotics
dc.titleIncorporating engineering design in the technology education classroom through action research
dc.description.departmentWorkforce Education, Leadership, and Social Foundations
dc.description.majorWorkforce Education
dc.description.advisorJay Rojewski
dc.description.committeeJay Rojewski
dc.description.committeeMyra Womble
dc.description.committeeRobert Wicklein
dc.description.committeeElaine Adams

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