Opportunity to Learn Analysis Using an Engineering-Hydroponics Assessment in Urban, Suburban, and Suburban/Rural Schools

• In Event: 51.028 - Teaching and Learning Engineering in K–12 Contexts

Abstract

Our goal was to develop an integrated science/engineering curriculum unit and accompanying assessment, both aligned to the Next Generation Science Standards, to teach and measure students’ understanding of the engineering design process through hydroponics. Teacher implementation and seventh-grade student outcomes were studied across three school types (suburban, urban, and suburban/rural). All schools’ students showed gains in learning. Teacher implementation fidelity affected the magnitude of those gains, regardless of school demographics or reading levels. Quantitative comparison of test scores, assessment-item reading levels, and cognitive interviews revealed no significant differences in gain scores between school types for the highest-reading-level items. Students’ participation in a fully articulated engineering-design unit provided authentic opportunity to learn and understand the engineering design process, despite school-type differences.

Authors

• Elaine Silva Mangiante, Salve Regina University

• Amy R Semerjian, Boston College