Need analysis for developing of a light waves module: a three-dimensional learning framework

Some meaningful changes in science learning standards are listed in A Framework for K-12 Science Education and Next Generation Science Standards: For States, By States under a three-dimensional learning framework. Learning modules must be developed with the framework as the most advanced science learning standards. The research focus was to determine student needs for developing light waves module based on a three-dimensional learning framework. This study involved 147 respondents consisting of 22 teachers with different backgrounds and 125 high school students in the Purwakarta Regency. The instrument used was a 3DLQP questionnaire which included initial knowledge of the three-dimensional learning framework, learning modules in the school, criticism, and suggestions. Data obtained from questionnaires, interviews, national curriculum documents, NGSS complementary documents and then analyzed using triangulation of data sources. Based on the results, the teacher and student responses explain the need for the development of learning modules. This learning module is expected to facilitate the development of coherent and interconnected student knowledge, so that it can be used in various situations of everyday life.

Mechanical Engineering Student Developed Lego Engineering Design Learning Activity for 6th Grade Science Students

A linkage synthesis and analysis project from a 3rd year mechanical engineering Kinematics of Machines course at SUNY New Paltz was used by the ASME student section to develop a Lego based middle school activity to teach engineering design as a part of the new 6th grade New York State Science Learning Standards. This activity was brought to a local middle school, where mechanical engineering students from the ASME student section led the learning activity in four 6th grade science classes. The activity involved the building and testing of a mechanized soccer goalie, which included several design parameters selected by the 6th grade students based on the results of experimental measurements, using an engineering decision making process. The development and refinement of this activity is presented along with guidance for its implementation elsewhere.