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ERIC Number: EJ1166535
Record Type: Journal
Publication Date: 2018-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1571-0068
Exploring Young Children's Understanding about the Concept of Volume through Engineering Design in a STEM Activity: A Case Study
Park, Do-Yong; Park, Mi-Hwa; Bates, Alan B.
International Journal of Science and Mathematics Education, v16 n2 p275-294 Feb 2018
This case study explores young children's understanding and application of the concept of volume through the practices of engineering design in a STEM activity. STEM stands for science, technology, engineering, and mathematics. However, engineering stands out as a challenging area to implement. In addition, most early engineering education research centers on curriculum and instruction rather than students' understanding and application of models and content knowledge to a design project (Johri and Olds, "Journal of Engineering Education," 100(1):151-185, 2011). For this study, we created a play-based STEM activity which helps students understand and apply the concept of volume in creating clay boats through the practices of engineering design. Three students voluntarily participated in this study. Data sources included interviews, photocopies of boats, and observation field notes which were analyzed using a comprehensive cross-case analysis. Findings indicate that the common pattern is rather intuitive when students define engineering problems using different criteria. Also, students' solutions to engineering problems are associated with their experiential ideas of reality. How students express their understanding of volume is correlated to the way of their structuring volume. Lastly, students understand the concept of volume gradually while going through the practices of engineering design. Implications are discussed in terms of how engineering education contributes to students' understanding of volume.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A