Abstract
The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education.
Recommended Citation
Asunda, Paul A. and Hill, Roger B.
(2007)
"Critical Features of Engineering Design in Technology Education,"
Journal of STEM Teacher Education: Vol. 44:
Iss.
1, Article 4.
Available at:
https://ir.library.illinoisstate.edu/jste/vol44/iss1/4