Teacher and student feedback about engineering design in middle school science classrooms: A pilot study

Abstract

In this study, middle school teachers and students provide critical feedback about three designbased science teaching kits so that the curricula can be refined and improved such that student learning and engagement in science and engineering is maximized. The curricula, packaged as kits, focus on a well-defined set of concepts in science. All lesson plans include a final design challenge. The middle school students must use the scientific and mathematical knowledge and methods they have learned to design, build, and test a working artifact to achieve a goal. Teachers felt that improvements could be made with each kit to enhance student engagement and learning, and some teachers enacted changes during their course of teaching with the kit. Teachers perceived that all three kits increased students' engagement and learning in science. Students enjoyed each of the three kits, thought learning with them was fun, and understood the teachers' learning objectives. Students thought that the best part of the entire unit was the design and construction of the engineered device. The curricula have the ability to help teachers not only teach required science content, but allow students to master standards-based science content in a science reforms-based manner, through inquiry, active, and situated learning. © American Society for Engineering Education, 2008.