A laser-cutting-centered STEM course for improving engineering problem-solving skills of high school students in China

Ruiheng Cai; Feng-kuang Chiang

doi:10.3934/steme.2021015

Article Contents

2021, Volume 1, Issue 3: 199-224. Doi: 10.3934/steme.2021015 open access

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A laser-cutting-centered STEM course for improving engineering problem-solving skills of high school students in China

Ruiheng Cai^1,2 and
Feng-kuang Chiang^3, ,

1.
Campus One, Tianjin Binhai Foreign Language School, Eco-city, Tianjin, China; 2622740318@qq.com
2.
School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing, China
3.
Department of Educational Technology, College of Education, Shanghai Normal University, China

* Correspondence: fkchiang@shnu.edu.cn; Tel: +86-21-6432-8993
* Correspondence: fkchiang@shnu.edu.cn; Tel: +86-21-6432-8993

Academic Editor: Stephen Xu

Received: July 2021

Revised: August 2021

Published: August 2021

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Abstract

STEM (science, technology, engineer, mathematics) education and engineering education are receiving an increasing amount of interest worldwide, but related research on the influence of STEM courses on students' engineering problem solving in China is scarce. Considering the rapid prototyping function of laser-cutting tools, this study was conducted to develop a STEM course based on laser cutting and to explore how the course affected high school students' engineering problem-solving abilities. A 9-week curriculum was implemented in a science, technology, and fabricating club of a high school in Zhejiang, China. The data were collected by pretest and posttest questionnaires and presentations of group assignments. The results were as follows. First, when presented with an engineering problem, the students demonstrated problem-solving abilities because they followed principles of engineering design, such as sketching, modeling and modifying. Second, while completing the assignment, the students proposed solutions with comprehensive factors in many aspects. They showed high-level thinking, such as consideration of the background, limiting conditions, and multidisciplinary knowledge, and they used technological tools to complete the task. However, some students ignored the assessment and redesign of their solutions. Further research could use a larger sample from different grades and explore how a STEM course combined with technology tools could influence students' high-level thinking skills.

Keywords:

STEM course,
laser cutting,
engineering problem solving,
high school, multidisciplinary knowledge.

Mathematics Subject Classification: Article.

Citation:

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Figure 1. Engineering problem-solving capability model (Revised from English [14])

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Figure 2. The relationship of Curriculum Guidelines and 6E

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Figure 3. Teaching models

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Figure 4. Echo of a "problem-solving" target of the high school stage in the Outline of Curriculum Guidelines for Integrated Practice in Primary and Secondary Schools

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Figure 5. Pictures of the work of Group 1

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Figure 6. Pictures of the work of Group 2

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Figure 7. Pictures of the work of Group 4

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Figure 8. Pictures of the work of Group 5

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Figure 9. Picture of the work of Group 6

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Figure 10. Bubble map for the second open-ended question about a typhoon forecasting device

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Figure (a). Answers to the first open-ended question in Chinese

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Figure (b). Answers to the second open-ended question in Chinese in Chinese

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Table 1. Course framework and class allocation

Unit	Typical pictures	Involved discipline & Teaching content
Week 1 Laser Cutting Entry: "My label"		Knowledge of laser cutting and laser-cutting techniques (S/T); Introduction to computer-aided design (T); Polygon drawing (M); A demonstration of logo imprinting (T); Importance of size (M);
Week 2 From 2D to 3D: "Dice and Piggy Tank"		Ancient Chinese culture (S); Preliminary design (M) of space geometry and plane two-dimensional unfolding diagram;
Week 3 From 2D to 3D: "Phone Stand"		Knowledge applications such as rotation and symmetry (M); Simple mathematical knowledge, such as the angle of a triangle (M); Application of dimension-matching relationships (M); Understanding the stitching structure (E);
Week 4 Structural Design: "Roly-poly"		360° ring isometric arrangement (M); Determination of the center of gravity and its design and application (S); Arc design (S/T);
Week 5 Comprehensive task: The combination of electronic programming – "Halloween Pumpkin Lights"		Explanation of the use of electronic modules (T); Completion of an engineering design (E) with this theme; Halloween-related culture
Week 6 Comprehensive task: Mechanical design and design sharing - "stretch claws"		Parallelogram in mechanical design application—flat linkage (M/E); Introduction and application of telescopic claws with a cutting-fork structure (E);
Week 7 & week 8 Group work: "The dormitory renovation plan – design a bed and a table for yourself"		Engineering design process and meaning of each link: clear questions, design, modeling, test evaluation (E)
		Importance of building models and testing; Team cooperation;
Week 9 Reporting on assignment	Sharing and testing

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Table 2. Example of the implementation of the teaching process

Week 2 From 2D to 3D: "Dice and Piggy Tank"
Teaching objectives: 1) learn the concept of the structure of the crucible and understand that the structure is part of the ancient Chinese traditional culture; 2) learn three-dimensional conversion with objects based on cubes; 3) learn about applications with dimensional fit; 4) explore designs of simple stitching structures with peers; and 5) learn to sketch with dimensions.
Teaching links	Activity
Situational Creation	The teacher introduces the ancient Chinese structure. By design, ancient Chinese wood furniture is a type of non-excessive material that can achieve structural stability and earthquake resistance. It all depends on a structure, i.e., slugs. Next, the teacher displays a picture of the structure of tenon and mortise and introduces this type of plug-in structure.
Problem scoping	Teacher: We can use the most basic style of this structure today to learn simple wood connections by using a pair of dice made by the teacher as a model. Student: Explores the structure of the slugs and determines the eye and the hoe. When exploring the type of relationship between the hoe and the eye, the two can be tightly connected to one piece. Thus, it is the relationship between the protruding part and the recessed part in the dice.
Scenario creation	Teacher: Leads students to determine the relationship between the mortise and tenon and introduces the concept of pore size. Simultaneously, the students are instructed to implement a design plan to mark the size difference for the tight fit of the mortise and tenon. Student: Sketches and designs using a computer.
Design & construct	Student: Uses the design file to practice with a laser cutter to see he or she can write out a dice in its entirety.
Assessing the design	Student: Thinks and asks questions about semifinished products that cannot be stitched together. Teacher: Guides the design of the problems, which allows everyone to discuss together. The edge of the dice is spelled together in a two-dimensional plan. What is the relationship between the raised and sunken edges?
Redesigning	Student: Redraws the design and performs an evaluation. Teacher: Sets up the exercise tasks after class, i.e., beautify the creative shape and create a cube-based storage tank.
Adopting	The student use the complete dice and the piggy tank to explain their work.

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Table 3. Data collection tools

Evaluators	Contents	Tools
Teacher & students	Students' higher-level thinking ability	Opening questions in pretest and posttest (Appendix A)
Teacher & students	Students' performance in engineering problem-solving ability	Students' project outcome score Students' work report recording

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Table 4. Scoring criteria

Level	○ Understanding and application of knowledge ○ Embodiment of the scientific nature of knowledge ○ Cooperation of materials and tools	○ Exploration of practice and scenario conception ○ Integrity of structural design ○ Feasibility of a solution	○ Functional design of project ○ Functional diversity ○ Design innovation
0 - Failure to meet requirements	Lack of consideration of actual size, proportion, and human relationship	Incomplete structure and design	Function is either not implemented or incomplete
1- pass	Consideration of the overall size and spatial layout but a lack of consideration of the size of different structures	Structure is simple imitation	Single function, no new design
2 - satisfactory	Consideration of the man–machine relationship, such as table, chair, and bed cabinet with appropriate height and size ratios	Consideration of the structural cooperation of different homes, feasible but conditional scheme, and less consideration of the dormitory environment	Multifunctional, with many aspects of dormitory life being considered;
3 - excellent	Consideration of the basis of human–machine relationship and dormitory space layout, the design of structures such as slugs and activity doors, or the combination of complex mechanical structures and electronic technologies in the design intent	Work exhibits a high degree of completeness and a detailed structural design	Functional considerations are more comprehensive, and the design is innovative compared with the current dormitory; the design is innovative and proposes different programs of the design

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Table 5. Different importance order of the three assessment dimensions

Importance order of three dimensions	Researcher	General technology teacher	Senior students of the club
(i) Understanding and application of knowledge, (ii) Exploring practice and scheme idea, (iii) Designing a functional project	(i) (ii) (iii)	(ii) (iii) (i)	(iii) (ii) (i)

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Table 6. Scores for the six groups' work

Dimensions	Groups	Researcher	General technology teacher	Senior students in club	Mean score
○ Understanding and application of knowledge ○ Embodying the scientific nature of knowledge ○ Matching of materials and tools	One	2	3	2	2.33
	Two	1	1	2	1.33
	Three	1	1	1	1.00
	Four	1	1	0	0.67
	Five	3	1	2	2.00
	Six	2	2	2	2.00
	Average				1.56
○ Exploring practice and scenario conception ○ Integrity of structural design ○ Feasibility of a solution	One	3	3	2	2.67
	Two	1	2	2	1.67
	Three	0	0	2	0.67
	Four	0	1	2	1.00
	Five	3	2	2	2.33
	Six	2	2	3	2.33
	Average				1.78
○ Designing a functional project ○ Functional diversity ○ Design innovation	One	3	3	2	2.67
	Two	2	2	2	2.00
	Three	2	1	3	2.00
	Four	2	2	3	2.33
	Five	2	2	2	2.00
	Six	3	2	3	2.67
	Average				2.28

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Table 7. Coding from six groups' final oral report

Dimensions		Corresponding Expressions
1.	Scope of the problem ○ Make clear goals	G1: The door will not be blocked, the table can still be put there, and the corridor space is relatively large … thereby expanding storage space. G2: Combining a bed and a table is more convenient than a top-down relationship. G5: Large storage space, wardrobe, bookshelf.
	○ Restrictions	G2: If you consider mosquito nets, add a device. G3: Currently, the overall layout and other structures of dormitories are not considered. G4: Not allowed by the dormitory if motors are required. G5: The night is dark. We can install an LED lamp here. G6: Entire dormitory building requires renovation.
	○ Feasibility	G1: A part of the cupboard door could become a table turning over onto the bed. In addition, a big space in the cabinet remains. G3: We designed the whole dormitory renovation plan. G5: Install a lamp here … a door hinge. G6: The bathroom is on one of the three floors… the middle staircase connects the two floors… here is the ladder. Climbing up and down is better in this design compared with that design … the space utilization rate will be higher, a corner cabinet.
	○ Background	G1: You can sit directly in bed and do your homework. G2: You can step on the stairs without getting hurt… some students hate sleeping on the upper bunk. G4: The aisle would be too narrow when the lower bed is pulled out at night. G5: It will be safer here, with the handrails embedded in the wall… for privacy, there will be a curtain. If the curtain is pulled up, everyone has independent space. G6: We maintained the distance between the desk and chair.
	○ Establish collaboration	G1: My teammates told me that. G5: We divided the work. I did this part, and my teammates did other parts.
2.	Scenarios creation ○ Discussion	G2: The height of the lower berth is problematic. G3: This is our initial idea. G4: The whole will always take up space.
	○ Consider strategy	G1: The cabinet under the bed can also save space. G4: A power-driven structure that requires constant power supply was a good idea but would be difficult in practice… the center of gravity and braking should also be considered when the bed turns.
	○ Plan	G2: Here are the wardrobes and tables. Consider movable beds. Consider expanding the height between the upper and lower berths. G6: Lifting table.
3.	Design & construct ○ Size	G1: Length of the bed is 1.9 meters; we calculated the total length of the bedroom to be 3.3 meters. G2: Stairs are approximately 30 cm high. G5: Designed on a scale of 1:10.
	○ CAD	G5: We stitched them together to increase their strength.
	○ Fabrication	G5: The whole design is more than 2 m high.
4.	Design assessment ○ Inspect restrictions ○ Assess the model	G3: Distance is inappropriate, and the first design was made with parts that, after inspection, cannot go together.
5.	redesign ○ Reflect on the first design ○ Interpret the Second Design ○ Remodel	G1: This is our second complete design. G6: We made multiple parts, but they did not fit.
Note: G1 represents statements of Group 1, G2 represents Group 2, and so forth.

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Table 8. Coding for open-ended questions

Questions	Responses	First Classification	Second Classification
1) What are the key concerns of solving this task? 2) Write a list of the three most critical concerns.	Cost, cost-effectiveness, budget	Cost (9)	Defining the problem and scope (36)
	Cost problem
	Funds
	Budget
	Budget cost
	Safety, child protection measures	Safety (4)
	Safety problem
	Safety issues: quality of the facilities must be guaranteed
	Fun, creative, fun projects	Creativity (1)
	Good for your health	Function (8)
	Function
	Types and arrangements of facilities
	Equipment selection, appearance, price
	Type of equipment
	Type and quantity of equipment
	Equipment style
	Facility materials
	Workers	Human (1)
	Green chairs and fitness equipment are reasonably distributed	Restrictions (7)
	Reasonable placement (location) of each piece of equipment
	Land area
	Site selection and planning
	Location of construction site
	Construction time	Time (4)
	Time required
	Speed of construction
	Resident suggestions	Users (2)
	Convenience	Users (2)

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Table 9. Frequency of answers between the pretest and the posttest

Questions	Corresponding dimensions	Frequency in pretest	Frequency in posttest
1 What factors must be addressed to solve this task? Write a list of the three most critical questions.	Problem scoping	36	38
2 Explain the materials you expect to use and the facilities you expect to build (draw or briefly describe functions).	Scenario creation	11	16
3 Write a list of other factors that engineers must consider to accomplish this task.	Assessing design & redesign	23	33
4 In which areas of knowledge and skills do you require training?	STEM knowledge	28	27
5 Imagine the entire design process of creating a typhoon forecast device.	Designing & constructing	20	33
6 To complete such an authentic task, what objective conditions are required in addition to knowledge?	Assessing design & redesign	15	21

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