Abstract

This project has two overall goals. The first goal is to create a new instructional approach that middle school science teachers can use to teach the engineering design process. The second goal is to learn more about how middle school students propose, support, critique and revise design solutions. This project will result in new findings about how middle school students learn about the engineering design process, how they propose, support, critique and revise engineering designs; and how different aspects of instruction support or constrain middle school student use of disciplinary core ideas and cross-cutting concepts while engaging in the engineering design process. This project will directly impact four teachers and a diverse group of approximately 1000 students. Once the instructional model is developed, it has the potential to be adopted by teachers throughout the United States. This new approach to instruction will enable science teachers to integrate engineering concepts and practices into any middle school science course as prescribed by the Next Generation Science Standards – without needing to adopt or purchase an entirely new curriculum. In addition, the project has the potential to enhance interest in the field of engineering and to broaden the participation of women and minorities in engineering.

 

Partners / Collaborators

This project is funded by the National Science Foundation (Grant #1607916). Principal Investigators for the project Victor Sampson, Stephanie Rivale, Todd Hutner, and Richard Crawford (Professor of Mechanical Engineering, University of Texas at Austin.

 

Contact

Todd Hutner

thutner@utexas.edu

 

Stephanie Rivale

srivale@utexas.edu