The Impact of Engineering-Focused Modules on the Engineering Design Knowledge of Eighth Graders

• In Event: 61.029 - Division C Section 1e: Computer Science and Engineering Education in Elementary and Middle School

Abstract

Interest in integrated STEM curricula has grown recently, but there is little research on its impact. This presentation examines differences in performance on an engineering design assessment of 8th grade students who did or did not participate in a series of engineering focused modules during middle school as part of their regular curriculum. The students’ in the school that included the curriculum scored higher on three of four dimensions measured on the scoring rubric: Depth of thinking, expertise needed to create a solution, and the use and interpretation of data. These outcomes were independent of the student’s fifth grade achievement level. The implications of these results for the integrated STEM curriculum student and for assessing engineering design process are discussed.

Authors

• James P. Van Haneghan, University of South Alabama

• Jessica M Harlan, Johns Hopkins University

• Melissa Dean, Mobile Area Education Foundation