Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas

2017 ◽  
Vol 40 (3) ◽  
pp. 137-143 ◽  
Author(s):  
Debbie Dailey
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Instructional Strategy ◽  
Science Standards ◽  
Content Areas ◽  
Gifted Learners ◽  
Learning Content ◽  
Differentiating Instruction ◽  
Engineering Design Process ◽  
Approach To Teaching

With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.

scholarly journals Designing a Solution to the Global Problem of Overfishing Using the Engineering Design Process

2019 ◽  
Vol 81 (5) ◽  
pp. 340-350
Author(s):  
Courtney Goode
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Science Standards ◽  
Student Collaboration ◽  
Global Issues ◽  
Global Problem ◽  
Engineering Design Process ◽  
Science And Engineering Practices ◽  
Engineering Practices ◽  
Fishing Practices

Given that science and engineering practices are a large focus in the Next Generation Science Standards, biology teachers need to find ways to incorporate the engineering design process into their curriculum. To address this need, I present a lesson that allows for student collaboration in designing and developing a solution to a global problem resulting from overfishing and our use of unsustainable fishing practices. This lesson also demonstrates to students that larger, global issues that seem insurmountable to solve can be broken down into smaller, more manageable pieces. My approach involves having students research a problem related to sustainable fishing practices and design a physical model of a solution to combat their specific issue. Peer review is then used in order to help students revise and edit their models during the lesson in response to the peer feedback received. The lesson will culminate in a presentation to the class about the biological, social, and economic ramifications of both their assigned problem and a potential solution.

scholarly journals Understanding coherence and integration in integrated STEM curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Gillian H. Roehrig ◽  
Emily A. Dare ◽  
Elizabeth Ring-Whalen ◽  
Jeanna R. Wieselmann
Keyword(s):  
Engineering Design ◽  
Earth Science ◽  
Science Content ◽  
Science Standards ◽  
Conceptual Integration ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
And Mathematics ◽  
Engineering Practices

Abstract Background Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. Findings A conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. Curricula based in the Earth and life sciences generally lacked conceptual integration between the science content and the EDC and relied on the engineering design process to provide a coherent storyline for the unit. Conclusions Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. The utilization of an EDC also provides the potential for conceptual integration because engineering is grounded in the application of science and mathematics. Integrated STEM curricula that purposefully include science and mathematics concepts necessary to develop solutions to the EDC engage students in authentic engineering experiences and provide conceptual integration between the disciplines. However, the alignment of grade-level science standards with the EDC can be problematic, particularly in life science and Earth science. The CFG process provides a tool for determining the nature of integration between science and mathematics content and an EDC. These connections can be conceptual and/or contextual, as both forms of integration are appropriate depending on the instructional goals.

scholarly journals The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills

2018 ◽  
Vol 7 (1) ◽  
pp. 66-75 ◽  
Author(s):  
M. Syukri ◽  
L. Halim ◽  
L. E. Mohtar ◽  
S. Soewarno
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Learning Module ◽  
Engineering Design Process ◽  
The Impact

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

scholarly journals Pembelajaran EDP-Problem Solving Project untuk Melatih Siswa Meningkatkan Keterampilan Berpikir Kritis dan Penyelesaian Masalah

2020 ◽  
Vol 4 (2) ◽  
pp. 537-556
Author(s):  
Dani Setiawan
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

Siswa Indonesia masih perlu penguatan kemampuan mengintegrasikan informasi, menarik simpulan, serta menggenalisir pengetahuan yang dimiliki ke hal lain. Siswa Indonesia masih lemah dalam menjawab soal dengan level penalaran. Sehingga tujuan penelitian ini ntuk mengetahui keterampilan berpikir kritis  dan penyelesaian masalah siswa pada kelas VII-A SMPN 1 Bulakamba tahun pelajaran 2018/2019 dapat ditingkatkan melalui pembelajaran EDP-Problem Solving Project. EDP-Problem Solving Project memfasilitasi siswa mengimplementasikan engineering design process dalam melakukan proyek penyelesaian masalah. Aktivitas pembelajaran EDP-Problem Solving Project terdiri dari tahap (1) ask (merumuskan pertanyaan), (2) imagine (membayangkan), (3) plan (merencanakan), (4) creat (membuat), (5) test (mengujicobakan), (6) analyze (menganalisis), (7) conclude (menyimpulkan), (8) communicate  (mengomunikasikan), dan (9) improve (mengembangkan). Penelitian dilakukan dengan prosedur penelitian tindakan kelas. Data keterampilan berpikir kritis dan penyelesaian masalah dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa keterampilan berpikir kritis dan penyelesaian masalah siswa kelas VII-A SMPN 1 Bulakamba tahun pelajaran 2018/2019 dapat ditingkatkan melalui pembelajaran EDP-Problem Solving Project.

scholarly journals Elementary Pre-Service Teachers’ Reflections on Integrated Science/Engineering Design Lessons: Attending, Analyzing, and Responding to Students’ Thinking

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Elaine Silva Mangiante ◽  
Adam Moore
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Engineering Design ◽  
Teacher Educators ◽  
Idea Generation ◽  
Teaching Experience ◽  
Engineering Problem ◽  
Student Thinking ◽  
Science Standards ◽  
Integrated Science

The Next Generation Science Standards (NGSS) and recent efforts in STEM education have highlighted a multi-disciplinary vision of teachers’ integrating science education and engineering design problem-solving for student learning and critical thinking development. However, elementary pre-service teachers (PSTs) typically are unfamiliar with engineering design. Since research is limited on elementary PSTs’ ability to notice student thinking for engineering problem-solving, the purpose of this exploratory study was to identify patterns in PSTs’ written reflections from their fourth-grade practicum teaching experience with an integrated science/engineering STEM unit. We adapted Barnhart and van Es’s (2015) teacher noticing coding scheme to examine PSTs’ level of focus (low, basic, or strong) in their professional noticing (attending, analyzing, and responding) of students’ thinking and engineering disciplinary core ideas. The results indicated that PSTs’ reflections focused more on attending to students’ engineering ideas than on analyzing and responding to students’ thinking. For NGSS engineering disciplinary core ideas, the PSTs reflected the least on defining and delimiting the engineering problem, focusing more on students’ idea generation to solve the problem and students’ thinking to optimize their design with less emphasis on evaluating design ideas. These findings suggest possible areas of emphasis for teacher educators to prepare elementary PSTs in developing their ability to attend to, analyze, and respond to students’ engineering thinking when integrating engineering design with science education.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process
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