The C-PIECE Framework: Documenting Group Engineering Practices Elicited by Design Challenge Exhibits

Abstract

This article describes the Collaborative Practices at Interactive Engineering Challenge Exhibits (C-PIECE) Framework, a new engineering design practices framework for informal exhibit settings. It outlines the development of instruments to document these practices and presents findings from a study of visitor use of engineering practices at design challenge exhibits. The work was conducted as part of The study of collaborative practices at interactive engineering challenge exhibits (the C-PIECE Study), and addresses two aims, (1) develop indicators and methods of measurement of engineering design practices exercised by visitor groups within an engineering exhibit context, and (2) speculate on those practices’ associations with the exercise of beginning, intermediate, and informed engineering proficiency levels within an exhibit context. The framework is intended to be used to inform the development of informal engineering education experiences, not to assess individual performance.

Keywords:

• Engineering
• exhibit
• science center
• STEM

Acknowledgments

We gratefully acknowledge the contributions of the Designing Our Tomorrow project partners: Adelante Mujeres, Biomimicry Institute, and the Fleet Science Center. We also thank our Research Advisory Committee members for all their guidance and insights: Gina Svarovsky, Amy Grack Nelson, and Scott Pattison. We deeply appreciate the input of our project advisors and expert reviewers: Amparo Leyman Pino, Christine Cunningham, Claire Quimby, Dorothy Bennett, Hoda Ehsan, Isabel Hawkins, Lydia Beale, Paul Martin, Peggy Monahan, and Ryan Auster. We extend our gratitude to all the families who volunteered to participate in this research. Special thanks to Designing Our Tomorrow OMSI project team members, managers, and impacted departments, including those individuals who helped with data entry, analysis, and editing: Brianna Spencer, Kimberly Deras, and Imme Hüttmann.

Disclosure statement

In accordance with Taylor & Francis policy and my ethical obligation as researchers, we are reporting that I have no financial and/or business interests in, do not receive funding from, nor am a consultant to any company that may be affected by the research reported in the enclosed article.

Additional information

Funding

This work was supported by the National Science Foundation under Grant No. DRL-1811617. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Notes on contributors

Scott Randol

Scott Randol, PhD, is Participatory Research and Evaluation Manager at Oregon Museum of Science and Industry (OMSI) in Portland, Oregon. He has worked in informal STEM education institutions as an evaluator, researcher, and educator in Math and Science Education for over 25 years. His work focuses on inspiring people of all ages and backgrounds to be more engaged in learning about and understanding the world around them.

Marcie Benne

Marcie Benne, PhD, is the Director of Engagement Research and Advancement at OMSI. She studied engineering psychology at Georgia Institute of Technology and spent 20 years helping advance research and development projects in informal STEM education with particular attention to family learning at exhibits.

Carla Herrán

Carla Herrán, MA, is Research and Evaluation Associate at OMSI. She is a bi-lingual (Spanish/English) researcher and evaluator who is passionate about work that centers the voices of target audiences. She is currently applying content analysis to care-giver created narratives to study how the relevance of engineering practices at exhibits to visitors’ everyday lives can be communicated. Carla is Co-PI on the DOT project.

Smirla Ramos-Montañez

Smirla Ramos-Montañez, PhD, is a bilingual (Spanish/English) and bicultural (Puerto Rican/American) researcher and evaluator focusing on culturally responsive studies related to informal STEM learning. During the last five years Dr. Ramos-Montañez has led and supported a variety of projects, including program and exhibit evaluation as well as STEM education research to provide accessible, culturally relevant, and engaging experiences for diverse audiences. Currently, she is working with Dr. Scott Pattison to better understand family interest pathways and how to foster long-term interest in the engineering design process.

Todd Shagott

Todd Shagott, PhD, is the Data Systems Analyst in the Engagement Research & Advancement division at Oregon Museum of Science and Industry. He considers his work to be at the intersection of research and informal education. This positioning provides the opportunity to bring insights that may bridge the disconnect between research and practice