TY - JOUR
T1 - Relationship between High School STEM Self-Competency and Behavior in a Parametric Building Design Activity
AU - Bunt, Stephanie
AU - Hinkle, Laura
AU - Walton, Andrew
AU - Brown, Nathan C.
N1 - Publisher Copyright:
© American Society for Engineering Education, 2023.
PY - 2023/6/25
Y1 - 2023/6/25
N2 - Building designers receive discipline-specific education which prepares them to address distinct design goals, but they may struggle to address criteria not considered part of their profession based on their disciplinary identity. In STEM subjects, such as engineering, high school students' perception of their own competency is positively related to their performance. Although this is beneficial for engineering design, it is unclear how students who identify strongly with STEM prior to professional training may account for non-STEM design objectives compared to STEM-related criteria. This research considers how pre-design students' STEM self-competency can predict their behavior when responding to a building design task with technical and nontechnical goals. A study was conducted which asked high school students about their STEM competency and instructed them to develop a conceptual skyscraper design in an age-accessible, digital design environment. The design tool contained a parametric model which provided visual and performance feedback about energy use, daylight, and cost as the students changed skyscraper variables. Students with higher STEM self-competency (SC) selected higher-performing designs, viewed more design iterations, and ranked the building's appearance as their lowest priority. These results inform future design educators about student outlook prior to any professional training and reveal potential limitations in student approaches to multidisciplinary building design tasks.
AB - Building designers receive discipline-specific education which prepares them to address distinct design goals, but they may struggle to address criteria not considered part of their profession based on their disciplinary identity. In STEM subjects, such as engineering, high school students' perception of their own competency is positively related to their performance. Although this is beneficial for engineering design, it is unclear how students who identify strongly with STEM prior to professional training may account for non-STEM design objectives compared to STEM-related criteria. This research considers how pre-design students' STEM self-competency can predict their behavior when responding to a building design task with technical and nontechnical goals. A study was conducted which asked high school students about their STEM competency and instructed them to develop a conceptual skyscraper design in an age-accessible, digital design environment. The design tool contained a parametric model which provided visual and performance feedback about energy use, daylight, and cost as the students changed skyscraper variables. Students with higher STEM self-competency (SC) selected higher-performing designs, viewed more design iterations, and ranked the building's appearance as their lowest priority. These results inform future design educators about student outlook prior to any professional training and reveal potential limitations in student approaches to multidisciplinary building design tasks.
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M3 - Conference article
AN - SCOPUS:85172101617
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
Y2 - 25 June 2023 through 28 June 2023
ER -