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LAMMI  \nAND  \nCAMERON D. DENSON  \nNorth Carolina State University Raleigh, NC  \nABSTRACT  \nIn this paper we examine a case study of a pedagogical strategy that focuses on the teaching of modeling as a habit of mind and practice for novice designers engaged in engineering design challenges. In an engineering design course, pre-service teachers created modeling artifacts in the form of conceptual models, graphical models, mathematical models and finally working models. Data also came from the students’ work in the form of student-generated mind maps, design journals, final design products and their accompanying documentation, as well as peer checking procedures. The results suggest that a focus on modeling in an engineering design challenge can be beneficial to both student and instructor. Modeling not only served as a vehicle for representation, but also asan aid in assessment and documentation of students’ cognitive processes.  \nKey words: Modeling, engineering design, pre-college  \nINTRODUCTION  \nThere are many who advocate for infusing engineering design into pre-college education (Wicklein 2006, Householder 2011, Katehi, Pearson, and Feder 2009) . Engineering design is not only embedded in national standards for Technology Education, but it is also found in Science Education with the Next Generation Science Standards (NGSS Lead States 2013, International Technology and Engineering Education Association 2000) . Engineering design promises to engage learners in critical thinking and problem solving, promote relevance, and integrate the STEM education disciplines (Wicklein 2006, Brophy et al. 2008, Schunn 2011) . However, there are questions on how to successfully integrate engineering design into k-12 learning experiences. This is further confirmed by the fact that there are no nationally established standards for pre-college engineering design. Nevertheless, there is a  \nSPRING 2017 1  \nADVANCES IN ENGINEERING EDUCATION  \nModeling as an Engineering Habit of Mind and Practice  \nhandful of common themes and concepts in engineering design including: trade-offs, constraints, systems thinking, and modeling (Honey, Pearson, and Schweingruber 2014) . In addition to defining and providing pre-college engineering design content, there are also pedagogical issues to be addressed: how to engage students, train teachers, and provide valid and feasible assessments.  \nIn this paper we will explore and demonstrate the utility of a pedagogical focus on modeling and the accompanying artifacts generated in engineering design. The aim of this study was to understand how pre-service teachers reason and work through engineering design with a focus on modeling artifacts. We collected artifacts through an instrumental case study approach of pre-service teachers as student-designers in a second level engineering design thinking course. The student-designers engaged in a service-learning engineering design challenge over the course of a semester. The student-designers produced artifacts in the form of conceptual models, graphical models, mathematical models, and working models. We thematically analyzed and triangulated student-generated mind maps, design journals, final design products, and their final documentation. We additionally employed peer-checking procedures to further triangulate our results. This analysis yielded an approach for engaging in and assessing engineering design challenges for students and instructors respectively. We also provide working definitions and student-generated examples of the four modeling artifacts.  \nLITERATURE BACKGROUND  \nEngineering Design  \nEngineering design has been championed as a pedagogical approach in pre-college education (International Technology and Engineering Education Association 2000, Lewis ","cbCaiv3M0UcbW7KW","https://ap.wps.com/l/cbCaiv3M0UcbW7KW","pdf",2943964,27,"English","# Abstract\n# Introduction\n## Engineering design in pre-college education\n# Literature Background\n## Engineering Design\n## Modeling","[{\"question\":\"What is the focus of the study in this paper?\",\"answer\":\"The study examines modeling as a habit of mind and practice, emphasizing how modeling artifacts can support reasoning in engineering design challenges for novice designers.\"},{\"question\":\"What modeling artifacts do pre-service teachers and students create?\",\"answer\":\"They create conceptual models, graphical models, mathematical models, and working models as part of the engineering design course activities.\"},{\"question\":\"How is the evidence collected and how are results triangulated?\",\"answer\":\"Data come from student-generated mind maps, design journals, final design products and documentation, plus peer checking procedures, which are thematically analyzed and triangulated.\"}]","Modeling as an Engineering Habit of Mind and Practice - Spring 2017 | PDF",1792065779,68]