Undergraduate Training to Teach a Hands-on, Problem-based, Novel Application of Embedded Technology in K-12 Classrooms

Abstract

Abstract Efficacy of Undergraduate Training to Teach a Hands-on, Problem-based, Novel Application of Embedded Technology in K-12 ClassroomsAn internally-funded undergraduate research project proposes to study the effectiveness of ahands-on, problem-based science, technology, engineering, and mathematics (STEM) course forthree levels of public education: elementary, middle, and high school. The project will have nineundergraduate students from led by a graduate student, undergraduatetechnical lead, alumnus, and advised by an facultymember, assume the role of K-12 teachers. Undergraduate participants will instruct publicschool students in state-of-the-art embedded technologies involving micro-electronicsprototyping, an electronics hardware and software class under development by . The undergraduate research project will take place over thecourse of the 2013-14 academic year, where student-teachers will master material and developlesson plans suited for the three K-12 cohorts in the first semester, then assume the role of STEMteachers for the three K-12 cohorts in the second semester, and perform literature-based researchand field data collection research duties throughout the academic year with the ultimate goal ofdissemination of findings to national STEM education conferences.The student-teachers will use the adult-learner oriented lesson plan and electronics kit providedby to create new lesson plans appropriate for allthree levels of public education during the first semester. While learning and developingmaterials, undergraduate student-teachers will participate in pre- and post-assessment to garnergains in technical aspects of the curriculum and in teaching/learning practices, curriculumdesign, and educational research. Undergraduate participants in the first semester will reviewengineering education conference papers and journal articles through a formalized process.Undergraduate research participants will research the writing of appropriate learning objectives /desired outcomes to STEM students of varying stages in their K-12 education. Student-teacher-researchers will develop outcomes-based, level-appropriate lesson plans and assessmentmaterials.The purpose of this study is to gauge the impacts on undergraduate STEM student-teacher-researchers of a series of four-hour Saturday-based sessions occurring over the course of FallSemester 2013. Participants in this first phase of the internally-funded undergraduate researchproject will be assessed for their gains in the areas of K-12 STEM teaching, learning, andeducational scholarship, as well as their mastery of relevant technical content necessary forsuccessful micro-controller design, build, application, and instruction to others.Second phase findings from actual lesson plan application in the three K-12 classroom cohortswill be presented in later dissemination efforts, however a preview of preliminary results will bepresented along with complete Phase 1 findings. Embedded technology micro-controllerprogramming topic areas, teaching/learning/research areas addressed in participant learningobjectives / desired outcomes and assessment materials are enumerated below.Table 1: Micro-controller prototyping and teaching, learning, research assessment areas. Micro-controller Technical Topics Teaching, Learning, Research Topics• Digital Input and Output • Writing Learning Objectives /• Analog vs. Digital Signals Desired Outcomes• Voltage, Current, and Power • Outcomes-based Curriculum and• Diodes, Resistors, and Capacitors Instruction• Pulse Width Modulation and • Outcomes-based Assessment Power Control • Active Learning Methods• Serial Communication • Literature Searching / Reviewing• Software programming • Scholarship of Teaching and• Digital Logic Learning Paper Components • Institutional Review