Adventure engineering: A design centered, inquiry based approach to middle grade science and mathematics education

Journal of Engineering Education, Jul 2002 by Mooney, Michael A, Laubach, Timothy A

ABSTRACT

Adventure Engineering (AE) is a middle grade science and mathematics outreach initiative that entails the development and implementation of single day to four-week adventure-driven, engineering-based curricula for grade 5 through 9 science and/or mathematics classes. The curricula is inquiry-based and openended; activities are designed to facilitate the learning and application of concepts identified in national mathematics and science standards, and to immerse students in the engineering design experience. This paper reports the findings from the development and implementation of AE curricula in six different middle grade subjects in urban and suburban schools. Rigorous assessment revealed that the AE curricula have successfully improved mathematics and science content knowledge. Student attitudes towards mathematics and science, and in limited cases engineering, also improved. This paper also presents the results of a survey of urban and suburban student attitudes towards mathematics, science and engineering.

I. INTRODUCTION

Adventure Engineering is a middle grade (5-9) science and mathematics outreach initiative aimed at students who, without the benefit of a positive engineering experience, are not likely to consider technical careers in mathematics, science, and engineering (MS&E). Adventure Engineering (AE) strives to: (1) improve interest in and attitudes towards MS&E; (2) improve concept learning in science and mathematics; and (3) provide a meaningful and enjoyable pre-college engineering experience. The program involves the development and implementation of single day to four-week adventure-driven engineering-based curricula for grade 5 through 9 science and/or mathematics classes. Given a designated time period and concepts identified in national mathematics and/or science standards, the AE team develops an adventure-based scenario filled with obstacles that require the learning and application of the desired science and/or mathematics concepts. The curricula are inquiry-based and open-ended; activities are designed to facilitate concept understanding and immerse students in the engineering design experience. The AE curriculum units are designed to effectively teach required mathematics and/or science concepts in the same amount of time traditionally devoted to the pertinent concepts. Further, the curriculum units are specifically developed for existing middle grade mathematics or science classes to reach all students during the regular school day and to enable adoption in any school without modifications to the infrastructure, e.g., creation of new classes, after school program, etc. This paper describes the AE program, the curricula developed, and presents findings from AE curricula implementation. Also presented are precurriculum assessment results pertaining to attitudes towards and knowledge of engineering.

II. THE IMPETUS FOR ADVENTURE ENGINEERING

Engineering schools can no longer ignore the failings in K-12 mathematics and science education. Engineers have always matriculated from the brightest and most interested mathematics and science students in middle and high schools; yet, engineering colleges have historically done very little to affect the student talent entering college. A closer look at the baptism of students into engineering illustrates major concerns. First, many bright students, particularly women and minorities, choose not to pursue engineering careers. The Department of Labor projects 6 million new technology jobs by 2008, however the total number of mathematics, engineering, and physical science majors has been shrinking since the mid-1980's. The U.S. trails all industrialized nations in the percentage of Bachelors degrees in engineering [14]. Second, unlike the sciences, arts, and business disciplines, engineering lacks a formal presence in K-12 education. The dire consequences of this lack of exposure are made evident by the findings of Berryman [8]. Considering the "mythical pipeline" that leads to scientific and technical careers, Berryman states that the quantitative talent pool emerges by grade 9 and is essentially complete by grade 12. After high school, essentially all changes in the pipeline are due to emigration from, not immigration to, the pool. Compounding the lack of engineering presence in the critical primary and secondary school years is the stigma of engineering as appropriate only for the "technically elite." As a consequence of the misperceptions and lack of engineering presence, many practicing engineers either stumbled upon their careers or were influenced by a family member, a relative or friend in engineering, or a dedicated and knowledgeable school counselor who dispelled the myths and encouraged them to pursue engineering. What about all the bright, creative students who were not exposed to engineering, do not have that engineering role model, were not made aware of the tremendous opportunities available in exciting, evolving disciplines, and weren't apprised of the creativity and satisfaction rooted in engineering and technology?