The current paper identifies the lack of engineering concepts taught in secondary education and to this end proposes a new approach to be followed. The contents of the aforementioned approach are subject to the EU project Manuskills and the research conducted in its concept. The utilization of pedagogical scenarios is pro-posed as a tool for secondary school teachers towards the incorporation of engi-neering concepts into their teaching practice. The nature and the characteristics of pedagogical scenarios that constitute them appropriate for this purpose will be re-ported and analyzed.

1. EPFL Presentation | 01.2015 1
Introducing Engineering Concepts to Secondary Education through
the Application of Pedagogical Scenarios in “Manuskills” Project
Maria Margoudi, Dimitris Kiritsis APMS 2015 International Conference Advances in Production Management Systems | 09.2015

2. EPFL Presentation | 01.2015 2
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Overview
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
 Introduction
 Theoretical Framework
 Purpose and Vision
 Manuskills Project
 Pedagogical Scenarios
 Added Value for Engineering Education
 Conclusions

3. EPFL Presentation | 01.2015 3
1968 – Act on the Federal
Institutes of Technology
Introduction
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
AWARENESS
Secondary
Education
Primary
Education
Pedagogical
Scenarios
New
Approach

4. EPFL Presentation | 01.2015 4
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Theoretical Framework
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
The Paradox
Though engineering education concepts are generally accepted and recognized as an effective tool for students, they are rarely addressed
before university level education.
Tertiary
Education
Secondary
Education
Benefits for Secondary School:
• Engineering motivates students’ learning of math and science
concepts, which make technology possible.
• The engineering approach to learning enables the acquisition of
knowledge of irrelevant to STEM disciplines (reading, writing,
communication design).
• Students’ Learning Gains:
1. Identify and formulate a problem
2. Design a solution
3. Create and test a solution
4. Optimize and redesign
5. Communicate and disseminate the solution

5. EPFL Presentation | 01.2015 5
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Purpose and Vision
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
The causes of the paradox
Schools do not incorporate into their
curricula a special subject for
engineering.
Very few teachers have knowledge
concepts and therefore do not feel
confident of including them in their
teaching
The use of consolidated methods,
techniques and tools by teachers.
Purpose of the paper:
Suggest the use of pedagogical scenarios, as a
means that will enable the incorporation and
application of several different concepts of
engineering education into secondary education
following the Manuskills’ approach.

6. EPFL Presentation | 01.2015 6
Ecublens-Dorigny
The Project
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
EU funded project on
engineering education
and manufacturing. Main
aim is to raise
manufacturing awareness
both in the secondary and
higher education level.
Main target groups are
teenagers and young adults
since they represent the most
important beneficiaries of
STEM and manufacturing
education.
Incorporation of pedagogical
scenarios, to each one of the
experiments, for both secondary
and tertiary education.
The project encompasses a
series of experiments with
different delivery mechanisms
(eg.Serious games, Simulations,
Educational videos, Teaching
Factory, Virtual Reality
applications)
http://demo.manuskills.org/

7. EPFL Presentation | 01.2015 7
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Pedagogical Scenarios
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
 A technology supported learning plan meant to be
used by a teacher or any individual who is interested
in incorporating technological features into a
teaching procedure.
 They are tools for teachers and describe the main
elements of a plan of pedagogical activity, which
employs the use of technology

8. EPFL Presentation | 01.2015 8
PedagogicalScenarios
Structure
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
Scenario Identity
1.Creators 2.Subject Matter 3.Topic of Scenario
4.Rational of Scenario 5.Added Value
Scenario Application Framework
1.Level & Pre-existing Knowledge of the Students 2.Class Orchestration
3.Social Orchestrator 4.Time Allocation & Duration
5.Software Application & Materials
Teaching-Learning Process
1.Theoretical Framework 2.Pedagogical Framework-Model
3.Methodological Framework-Model
4.Goals-Expected Results
Scenario Implementation
1.Learning Activities
2.Worksheets
3.Enrichment of Scenario

9. EPFL Presentation | 01.2015 9
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Added Value for Engineering Education
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
ScenarioIdentity
• Engineering content
for different ages and
learning levels
• Link engineering to
school subjects
• Added value of the
technology used
ApplicationFramework
• Information on lesson
organization
• level of pre-existing
knowledge,
• suggested
classroom
organization,
• time allocation and
duration of the
activities
• details about the
leveraged software
or any other
appropriate
materials
Teaching-LearningProcess
• Scientific references
for the teacher to
explore
• Provide state of the art
didactic models and
the latest teaching
approaches
ScenarioImplementation
• Information and
guidance for the
students

10. EPFL Presentation | 01.2015 10
1968 – Act on the Federal
Institutes of Technology
Ecublens-Dorigny
Conclusions
APMS 2015 International Conference Advances in Production Management Systems | 09.2015
The problem: Even within STEM education, concepts that revolve around engineering do
not find easily application into secondary education.
School-related Causes
• No particular school subject on
engineering
• Scenario’s Contribution: The
detailed description of a
pedagogical scenario, of the
previous chapter, makes clear its
contribution to this particular issue
by clarifying, each time, the
appropriate school subject and
learning domain for the taught
engineering concept
Teacher-related Causes
• Not familiar with engineering
concepts and therefore do not
feel confident in incorporating
them into their teaching practice.
• Scenario’s Contribution: A
variety of information about the
basic concepts of the engineering
subject in question each time
Tools-related Causes
• Use of consolidated tools by the
teachers
• Scenario’s Contribution:
Pedagogical scenario’s structure
is oriented towards providing
appropriate methods, techniques
and even technological tools’
suggestions for teachers, towards
incorporating engineering in their
teaching practice