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Documenting the engineering design process

机译：记录工程设计过程

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The engineering design process is a critical component of technology and engineering education. It is so important that it requires its own standard within Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). The engineering design process' value is seen in the numerous studies (Childress & Rhodes, 2006, Carr & Strobel, 2011, Denson & Lammi, 2014) that have demonstrated its ability to enhance student creativity, awareness of real-world problems, and inspiration of unique and innovative solutions to problems (Katehi, Pearson, & Feder, 2009). However, there are a variety of models and rubrics based on grade level, complexity, and depth of utilization within classes (Kelley, Brenner, & Pieper, 2010). Similarly, resources for proper documentation were incoherent, widely dispersed, and did not address a specific process or rubric. The documentation guide developed through an action research study conducted by an engineering teacher in Roswell, GA addressed these concerns by creating a thorough, tested guide tied to a complete engineering design process and a published rubric (Hollers, 2015). Since its completion, this guide has also been used to direct students in other engineering challenges such as addressing the United Nations Sustainable Development Goals (Sustainable Development Goals, n.d.). One of the primary expectations of action research is to improve teacher practice. While this is the primary goal of action research (Mertler, 2014), its rigor is enhanced when the resulting processes, resources, and concepts developed are shared with others. Therefore, the sharing of this documentation guide is designed not only to assist other teachers in implementing the engineering design process, but also serves to enhance the rigor of the action research study conducted that aligns Kelley's (2014) rubric to the STL standards.
机译：工程设计过程是技术和工程教育的重要组成部分。它是如此重要，以至于在技术素养标准（ITEA / ITEEA，2000/2002/2007）中需要自己的标准。在众多研究（Childress＆Rhodes，2006； Carr＆Strobel，2011； Denson＆Lammi，2014）中可以看到工程设计过程的价值，这些研究证明了其能够增强学生的创造力，对现实世界问题的认识和启发的能力。解决问题的独特创新方法（Katehi，Pearson和Feder，2009年）。但是，根据班级的等级，复杂性和班级的利用深度，存在各种模型和指标（Kelley，Brenner和Pieper，2010年）。同样，用于适当记录的资源是不连贯的，分散的，并且没有涉及特定的过程或标题。佐治亚州罗斯韦尔的一位工程老师通过一项行动研究研究制定的文档指南，通过创建与完整工程设计过程和已发布的标题相关的经过全面测试的指南，解决了这些问题（Hollers，2015年）。自完成以来，本指南还用于指导学生应对其他工程挑战，例如解决联合国可持续发展目标（Sustainable Development Goals，n.d。）。行动研究的主要期望之一是改善教师的实践。虽然这是行动研究的主要目标（Mertler，2014年），但是当与他人共享由此产生的过程，资源和概念时，其严谨性会增强。因此，共享本文档指南的目的不仅在于帮助其他教师实施工程设计过程，而且还有助于提高行动研究的严谨性，以使Kelley（2014）的标准与STL标准保持一致。

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