Future K-12 teacher candidates take on engineering challenges in a project-based learning course

Abstract

This paper documents new engineering focused curricula for an undergraduate Liberal Studies course directed at future K-12 teacher candidates. The engineering design process is introduced to students within the context of a Project-Based Learning environment. Students are presented with engineering design challenges for which they must generate possible solutions, ask questions, seek information, reflect on project directions, and finally develop an artifact representing their design solution. Course learning objectives are centered on applying the engineering design process, approaching problem solving as an effective team, and becoming more reflective and skilled in providing actionable feedback in team settings while applying K-12 content. Students exhibited excellent sustained inquiry, experienced the cycles of the engineering design process, added to their previously acquired content knowledge and developed teamwork skills. The curriculum development and course evaluation contribute to construction of a rigorous Project-Based Learning Framework incorporating engineering design.