Papers by Johannes Strobel
International Journal of Electrical Engineering Education, Aug 16, 2013
This article researches the influence of IJEEE on electrical engineering and electrical engineeri... more This article researches the influence of IJEEE on electrical engineering and electrical engineering education as a discipline. For this purpose, the history of this journal has been presented from a citation perspective. To identify leading and evolving research areas within IJEEE the authors conducted keyword analysis, which additionally showed how IJEEE contains both educational and technical contributions. The authors also studied the temporal evolution and distribution of keywords. Word co-occurrence was analysed to discover the main context in which the keywords have been used. The analysis also revealed the prominent contributors within the community of IJEEE based on various authorship and citation criteria. It was observed that the influential authors appear in multiple ways, i.e. most of the authors who were influential by one criterion also made to the top list of other criteria. The authors concluded that the single-author pattern is quite prominent within this community, and very little work has been done between the same co-authors. Therefore, there is a need to encourage IJEEE authors to write more collaborative publications so that the authorship/co-authorship network may grow.
Professor of engineering education and learning design and technology at Purdue University. NSF a... more Professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students' academic achievements through engineering learning, the measurement and support of change of "habits of mind," particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.
American Journal of Engineering Education (AJEE), 2013
The ultimate objective of teacher professional development (TPD) is to deliver a positive impact ... more The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students' engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education.
Journal of Engineering Education, 2014
ABSTRACT
Professor of engineering education and learning design and technology at Purdue University. NSF a... more Professor of engineering education and learning design and technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students' academic achievements through engineering learning, the measurement and support of change of "habits of mind," particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.
Design and Technology at Purdue University. NSF and several private foundations fund his research... more Design and Technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers and students' academic achievements through engineering learning, the measurement and support of change of 'habits of mind', particularly in regards to sustainability and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning of complexity.
Engineering Research and Learning at Purdue University. NSF and several private foundations fund ... more Engineering Research and Learning at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on engineering as an innovation in P-12 education, policy of P-12 engineering, how to support teachers and students' academic achievements through engineering, the measurement and support of the change of 'engineering habits of mind' particularly empathy and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.
2016 ASEE Annual Conference & Exposition Proceedings, 2016
Copyright ProQuest, UMI Dissertations Publishing 2013, Dec 2013
The emphasis on engaging young learners in science, technology, engineering, and math (STEM) pro... more The emphasis on engaging young learners in science, technology, engineering, and math (STEM) professions is driving calls for educational reform. One movement that is gaining momentum is exposing K-12 learners to engineering. With the advent of the Next Generation Science Standards (2012b), engineering is being more formally integrated into standards for the K-12 level. As a result, in-service elementary teachers will need to become familiar with the core concepts of engineering to effectively teach aspects of the subject in their classrooms. Elementary engineering teacher professional development (EETPD) has been identified as a method to disseminate engineering content knowledge to elementary teachers.
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
Concepts, Methodologies, Tools and Applications, 2011
In this chapter, we describe the process of modeling different theory-based, researchbased and be... more In this chapter, we describe the process of modeling different theory-based, researchbased and best-practice-based learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a 'holistic' consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices. information to subsequent designers, instructors, etc? In view of these concerns, there are two purposes of this chapter: -To provide a critical analysis of different design decisions that are pertinent for the use and implementation of IMS-LD, which include: (a) the questions of boundaries, granularity, and details of the design; (b) the modularity and reusability of smaller learning objects within larger learning objects; (c) sufficient and necessary conditions of a successful reuse of a learning design; (d) the usefulness of detail in the design and reuse of learning designs; and (e) particulars of mapping of activities through IMS-LD. -To provide a four-layer model on design consideration that determines the quality of IMS-LD design. These four layers are: (1) syntax and grammar; (2) best design approaches to model a certain activity; (3) how accurate is the model representing what the learning design was; and (4) how well the models match sound theories or evidencebased research. These two purposes aim to reflect on the usefulness of IMS-LD as a communicative device to share and communicate learning design issues, including the variety of different ways to design the same instructional activity. This chapter describes the experience developed over a yearlong project in which best practice, theory-based and evidence-based learning designs were formally described with IMS-LD. The presented arguments will be illustrated with a variety of designs, modeled from theories and activities, including behaviorist, cognitivist and constructivist models, problem-based learning, and lesson plans from the area of K-12 education.
Students' misconceptions of scientific phenomena result from their tendency to use intuitive... more Students' misconceptions of scientific phenomena result from their tendency to use intuitive reasoning strategies, instead of causal reasoning (Nisbett & Ross, 1980). Students' limited models of causality and process of inquiry account for the difficulties in their construction of conceptual knowledge (Perkins & Grotzer, 2000). In contrast to scientific causal models, the models that students possess are too simple and linear to deal with the complex nature of causality that is commonly seen in science concepts. To understand a ...
Abstract: Assessment of engagement of students relies heavily on self-report by students or time-... more Abstract: Assessment of engagement of students relies heavily on self-report by students or time-consuming visual observations. This research project describes an acoustical measurement of engagement and reports findings of an exploratory study on acoustical patterns of engaged students in team, lecture and informal learning settings.
Proc. Research in Engineering Education Symposium, 2009
Abstract: Assessment of engagement of students relies heavily on self-report by students or time-... more Abstract: Assessment of engagement of students relies heavily on self-report by students or time-consuming visual observations. This research project describes an acoustical measurement of engagement and reports findings of an exploratory study on acoustical patterns of engaged students in team, lecture and informal learning settings.
Journal of Pre-College Engineering Education Research (J-PEER), 2011
The Draw an Engineer Test (DAET) is a common measure of students' perceptions of engineers. ... more The Draw an Engineer Test (DAET) is a common measure of students' perceptions of engineers. The coding systems currently used for K-12 research are general rubrics or checklists to capture the images presented in the drawing, which leave out some of the richness of students' perceptions, currently only captured with an accompanying student interview. The purpose of this study is to build a reliable coding system, which first establishes an inventory of pictorial elements irrespective of their potential relationship ...
International Journal of Technology and Design Education, 2014
2013 IEEE Frontiers in Education Conference (FIE), 2013
This paper explores what is included in the worldview of the modern engineer and how this compare... more This paper explores what is included in the worldview of the modern engineer and how this compares to the concept of sustainability. Worldviews are important to humanity because they are interwoven throughout civilizations. Societies do not contain but one homogenous worldview, however, they do essentially contain a dominant worldview characterized by the collection of values, beliefs, habits, and norms. This dominant worldview forms the frame of reference for a collectivity of people, such as a nation or culture. In this paper, we attempt to articulate modern worldviews, the contemporary engineering worldview, and the sustainability worldview. We use the concept of worldviews to address the compatibility of sustainability and engineering. Our synthesis suggests that the two ideologies are misaligned and incompatible in many respects. We suggest that for sustainability to gain prominence within an engineering context, engineers and engineering educators must first become conscious of these inconsistencies. Through the philosophical synthesis presented in this paper, it is our goal to begin rethinking how we educate engineering students about engineering and sustainability.
Concepts, Methodologies, Tools and Applications, 2011
In this chapter, we describe the process of modeling different theory-based, researchbased and be... more In this chapter, we describe the process of modeling different theory-based, researchbased and best-practice-based learning designs into IMS-LD, a standardized modeling language. We reflect on the conceptual and practical difficulties that arise when modeling with IMS-LD, especially the question of granularity and the necessary and sufficient elements of learning design. We propose a four-layer model both to ensure the quality of the modeling process and as a necessary step towards a 'holistic' consideration and integration of the design process. These discussions speak to the core of IMS-LD integration, address the question of usability and end-user friendliness and urge that more research and design needs to be conducted not only to mainstream (a) the use of IMS-LD and related visual instructional design languages, but also (b) the debate on appropriate and best instructional design practices.
Journal of Engineering Education, 2014
ABSTRACT
The Nature of Technology, 2013
Uploads
Papers by Johannes Strobel
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
The purpose of this qualitative research study was to investigate the perspectives of forty-one in-service elementary teachers from a school district in the south-central United States. Teachers were asked to define a successful implementation of teacher professional development, identify measures of success, describe an ideal work climate for implementing what was learned from EETPD, and share about the value of support from engineers in their community. Data were collected using a modified version of the National Staff Development Council Professional Development Survey (2005), focus groups, and individual interviews. Data were analyzed using established qualitative coding practices, informed by the Characteristics of Effective Professional Development (NSDC, 2009) as a theoretical framework.
The results of the study revealed that teachers require demonstration of multiple levels of relevance to generate teacher buy-in, a nurturing environment for professional growth, and strong partnerships with engineers in addition to the Characteristics of Effective Professional Development (NSDC, 2009). Unique factors to engineering in particular consist of the need for a practice run of student engineering activities and the need to develop engineering curricula that is age appropriate for early childhood and subjects such as reading, writing, and social studies. Teachers suggested student engagement, rise in student achievement, and high integration of the engineering in the classroom as success measures of the EETPD.
(1000 word abstract – follows here) You may ask yourself what you would do if you knew content was free and localizable. And, if you knew you could depend on distributed networks of volunteers to provide updated cases on micro-credit-both successful and unsuccessful-employing a variety of media. Would this not enrich your understanding of what does and does not work in dealing with poverty? It is evident that we must embrace openness to become culturally relevant; that localization of content is a greater step than merely reusing content where the same stories and their embedded solutions to problems somehow fail when different characters and settings are thrown into the narrative mix. CAPACITY BUILDING Capacity building underpins the 'Overcoming Poverty' project we intend to present at this year's AECT conference with respects to facilitating a community of learners involved with micro-credit plans for improving the quality of life for economically disadvantaged people. The practice of capacity building is, not surprisingly, promoted by various bodies, including a wide spectrum of NGOs, micro-credit financiers, eco-friendly organizations, as well as grass roots communities, all working in the field of sustainable development. As can be expected, however, certain problems exist in developing training initiatives for capacity building. These include: (1) Training personnel with varying organizational goals and epistemological beliefs about what is understood by poverty, development, and empowerment and what these understandings signify across different contexts (2) Sourcing and maintaining development opportunities in resource depleted economies (3) Educating people currently living in poverty about quality of life as a means to scripting a more sustainable future for themselves.