Students' Use of The Engineering Design Process to Learn Science (Fundamental)

Diallo Wallace; Tamara J Moore; Audeen W. Fentiman; Morgan M Hynes

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Homer's Epiphany: Making STEM Elementary Woo-hoo!
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48027

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Paper Authors

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Diallo Wallace Purdue University

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Diallo Wallace is currently pursuing a Ph.D. in Engineering Education at Purdue University focusing on the benefits of integration of physics first and engineering curriculums for student self-efficacy in engineering. Diallo holds a Bachelor of Science in Electronics Engineering and a Bachelor of Arts in Mathematics from the University of Illinois. At the graduate level, he has attained a Master of Science in Astronautical Engineering from the Naval Postgraduate School and a Master of Project Management. Diallo is a California State Credentialed Teacher in Career Technical Education (CTE) with experience in teaching aviation and engineering to high school and middle school youth.

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Tamara J Moore Purdue University orcid.org/0000-0002-7956-4479

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Tamara J. Moore, Ph.D., is a Professor in the School of Engineering Education, University Faculty Scholar, and Executive Co-Director of the INSPIRE Institute at Purdue University. Dr. Moore's research is centered on the engineering design-based STEM integration in K-12 and postsecondary classrooms.

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Audeen W. Fentiman Purdue University

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Audeen Fentiman is the Crowley Family Professor in Engineering Education at Purdue University.

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Morgan M Hynes Purdue University

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Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 cla

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Abstract

An engineering design-based curriculum was created to aid 200 elementary and middle school teachers (grades 4-8) in meeting the academic science standards for The State of Minnesota. A need for a standards-based P-12 curricular framework was recognized by the state that would allow a learner to grow and evolve into systems-level thinking; the engineering design process (EDP) was that framework in this study. Also as important is an understanding of the different ways learners acquire knowledge, skills, and attitudes about science. The cases described in this paper explore how well the engineering design process embedded in the curriculum serves as a framework for young students to learn science. An engineering-driven STEM unit, consisting of 14 (50-minute) class periods taught in a 6th grade science class, requires students to work in teams to implement the EDP and learn scientific principles to meet a goal. Building on the real-world premise of a freight train derailing and spilling its cargo of various minerals into a lake; students plan, design, and iterate on decision tree processes for the sorting, identification, and recovery of the spilled minerals to optimize the system between expense and mineral separation. As students learn about mineral properties and the value of non-renewable mineral resources from the teacher’s presentations, this information is used to support evidence-based reasoning for process design decisions. Data for this study consist of video and audio recordings of observations of two groups of students as they refine and present their solutions (processes) to retrieve the minerals from the lake. Content, thematic, and discourse analyses techniques were applied to characterize the process by which students improved their understanding of scientific concepts while applying those concepts in an engineering design process. Student learning is measured by comparing the increasing number of different minerals recovered after new science material is introduced. The increasing points gained from the improved methods to select and reclaim difficult minerals reflect the amount of additional science learned by the student teams. The more points attained from the optimized system, indicates the more science that was understood and applied by the teams. There was a significant increase of science literacy and engagement for both teams as they progressed through the 14 class sessions. Analysis of the audio and video recordings indicated that using the engineering design process as a framework prompted students to recall, discuss, and ultimately understand and apply the scientific knowledge presented in class.

Citation
Format

Wallace, D., & Moore, T. J., & Fentiman, A. W., & Hynes, M. M. (2024, June), Students' Use of The Engineering Design Process to Learn Science (Fundamental) Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48027

TY - CPAPER
AB -
An engineering design-based curriculum was created to aid 200 elementary and middle school teachers (grades 4-8) in meeting the academic science standards for The State of Minnesota. A need for a standards-based P-12 curricular framework was recognized by the state that would allow a learner to grow and evolve into systems-level thinking; the engineering design process (EDP) was that framework in this study. Also as important is an understanding of the different ways learners acquire knowledge, skills, and attitudes about science.
The cases described in this paper explore how well the engineering design process embedded in the curriculum serves as a framework for young students to learn science. An engineering-driven STEM unit, consisting of 14 (50-minute) class periods taught in a 6th grade science class, requires students to work in teams to implement the EDP and learn scientific principles to meet a goal. Building on the real-world premise of a freight train derailing and spilling its cargo of various minerals into a lake; students plan, design, and iterate on decision tree processes for the sorting, identification, and recovery of the spilled minerals to optimize the system between expense and mineral separation. As students learn about mineral properties and the value of non-renewable mineral resources from the teacher’s presentations, this information is used to support evidence-based reasoning for process design decisions.
Data for this study consist of video and audio recordings of observations of two groups of students as they refine and present their solutions (processes) to retrieve the minerals from the lake. Content, thematic, and discourse analyses techniques were applied to characterize the process by which students improved their understanding of scientific concepts while applying those concepts in an engineering design process. Student learning is measured by comparing the increasing number of different minerals recovered after new science material is introduced. The increasing points gained from the improved methods to select and reclaim difficult minerals reflect the amount of additional science learned by the student teams. The more points attained from the optimized system, indicates the more science that was understood and applied by the teams. There was a significant increase of science literacy and engagement for both teams as they progressed through the 14 class sessions. Analysis of the audio and video recordings indicated that using the engineering design process as a framework prompted students to recall, discuss, and ultimately understand and apply the scientific knowledge presented in class.

AU - Diallo Wallace
AU - Tamara J Moore
AU - Audeen W. Fentiman
AU - Morgan M Hynes
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Students' Use of The Engineering Design Process to Learn Science (Fundamental)
UR - https://peer.asee.org/48027
ER -