Research in Engineering Education Symposium 2011 - rees2009

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Universidad Politécnica de Madrid (UPM) Página 642 de 957 Lightening 0.76 0.64 0.43 0.48 0.26 3.93 Ecosystem 0.89 0.80 0.32 0.39 0.25 3.66 Recommendations and future research plans There will be a continuing effort to run similar projects for primary and secondary school students. This effort needs to be strengthened by professional development of teachers and a unit on engineering education added into teacher education programmes. Sustainable courseware can only exist with teacher support. References Aschbacher, P.R., Li, E., & Roth, E.J. (2010). Is science me? High school students’ identities, participation and aspiration in science, engineering and medicine. Journal of Research in Science Teaching, 47,564-582. Cunningham, C.M & Hester, K. (2007). Engineering is elementary: An engineering and technology curriculum for children. 114th American Society for Engineering Education Annual Conference. Honolulu, HI. Fisher D.L., & Khine, M.S. (Eds.) (2006). Contemporary approaches to research on learning environments: Worldviews. Singapore: World Scientific. Fraser, B.J. (2007). Classroom learning environments. In S.K. Abell & N.G. Lederman (Eds.), Handbook of research on science education (pp. 103-124). Mahwah, NJ: Lawrence Erlbaurm Associated. Fraser, B.J., Giddings, G.J., & McRobbie, C.R. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environements. Journal of research in Science Teaching, 32, 399-422. Kim, H., Fisher, D. & Fraser, B (1999). Assessment and investigation of constructivist science learning environments in classes in Korea. Research in Science and Technological Education, 17, 239-249. Kim, H., Fisher, D. & Fraser, B (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14, 3-22. Koul R. (2010). Evaluation of Primary Science Project. 6th International conference on Science, Mathematics and Technology Education, Taiwan. Koul R., & Fisher D. (2005). Cultural background and students’ perceptions o science classroom learning environment and teacher interpersonal behaviour in Jammu, India. Learning Environment Research, 8, 195-211. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
Universidad Politécnica de Madrid (UPM) Página 643 de 957 Lachapelle, C.P. & Cunningham, C.M. (2007). Engineering is elementary: Children’s changing understanding of science and engineering. 114th American Society for Engineering Education Annual Conference. Honolulu, HI. Lewin, K. (1936). Principles of topological psychology. New York:McGraw. MCEETYA (2006). Statements of learning for science. Accessed at http://www.science.org/au/primaryconnections/curriculum-resources/ . Nix, R.K., Fraser B.J., & Ledbetter, C.E. (2005). Evaluating an integrated science learning environment using the Constructivist Learning Environment Survey. Learning Environments Research: An international Journal, 8, 109-133. Stern, G.G. (1970). People in context: Measuring person-environment congruence in education and industry. New York:Wiley. Walberg, H.J. (1981). A psychological theory of educational productivity. In F. Farley & N.J. Gordon (Eds.), Psychology and education: The state of the union (pp. 81-108). Barkley, CA: McCutchan. Williams, P.J. (2001). The teaching and learning of technology in Australian primary and secondary schools. Department of Education, Science and Technology Working report. Canberra, Commonwealth of Australia. Wogan, D. (2011, 2nd June). Call for more science and maths teaching. Engineers Australia eNews. Acknowledgement This research would not have been possible without the assistance and support provided by faculty of Science and Engineering, Curtin University and our consortium of our industry partner which are: Lycopodium Minerals Pty Ltd, Department of Transport, Public Transport Authority (PTA), WestNet Rail, Australian Railroad Group (QR National) and John Holland. Copyright Statement Copyright © 2011 Nicoleta Maynard, Rekha Koul, Kate Ala’I, Barry Fraser and Moses Tadé: The authors assign to the REES organisers and educational non-profit institutions a nonexclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to REES to publish this document in full on the World Wide Web (prime sites and mirrors) on CD-ROM and in printed form within the REES 2011 conference proceedings. Any other usage is prohibited without the express permission of the authors. Proceedings of Research in Engineering Education Symposium 2011 Madrid, 4 th - 7 th October 2011
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