Effects of Engineering Modules on Student Learning in Middle School Science Classrooms, The

Journal of Engineering Education, Oct 2006 by Cantrell, Pamela, Pekcan, Gokhan, Itani, Ahmad, Velasquez-Bryant, Norma

ABSTRACT

The Teachers Integrating Engineering into Science (TIES) Program is a collaborative project among faculty from the College of Education and the College of Engineering at the University of Nevada, Reno. The TIES project paired university faculty with middle school science teachers to create three units that included engineering design using a variety of interactive learning activities in order to engage a wide range of students. The units included a Web-based simulation activity, lesson plans, a design project, and three types of assessments that were standardized across schools. Results of assessments were disaggregated by gender, ethnicity, special education, and socio-economic level. Mean scores for these student population groups were compared to mean scores for the same groups on the 2004 Nevada eighth grade science criterion referenced test. These results indicate that engaging students in engineering curriculum activities may diminish achievement gaps in science for some student populations.

Keywords: middle school science, engineering design modules, achievement gaps

I. INTRODUCTION

Engineering topics are not addressed in the Nevada K-12 Science Content Standards, which is a barrier in motivating science teachers in our state to include engineering in their curriculum. To address this problem, a pilot study was proposed to facilitate teachers in gaining a better understanding of how engineering concepts and activities could be aligned with science content standards for engaging students in the acquisition of rigorous science content. The Teachers Integrating Engineering into Science (TIES) program was developed through collaborations among professors from the College of Education, College of Engineering, middle school teachers, and district administrators from four school districts in Nevada. The program included a professional development course for teachers designed to upgrade content knowledge in engineering and facilitate integrated technology that supports effective science and mathematics instruction. The major product of the course was a set of three engineering education modules that teachers used in their classrooms. Each module included lesson plans, a Web simulation, and three assessments. Student data were collected for the three assessments.

All eighth graders in Nevada participate in a standardized Criterion Referenced Test (CRT) in science. When mean student performance on the science CRT is disaggregated by student groups of gender, ethnicity, socio-economic status (SES), and special education (IEP), it becomes painfully apparent that some student groups consistently fall well below the mean. Of particular concern are the performance scores for Blacks, Hispanics, American Indians, special education students, and students from low income families. While some progress has been made in recent years, the achievement gaps still tend to persist. In this study, state science CRT scores were used as a benchmark against which the performance of students on the TIES assessments was compared.

It is noted that the TIES project, funded by the National Science Foundation, was a pilot study focused on a relatively small student and teacher population in the state of Nevada. The main intent and expectation from this project was to study and understand behavioral trends and improvements toward science and mathematics among seventh and eighth grade students when science course content was blended with engineering process via observation, classification, measurement, prediction, and interpretation. Moreover, it was suggested that one means of closing the achievement gap for students of various backgrounds would be through the implementation of team-work strategies and improving multidisciplinary skills which encourage transfer of knowledge.

II. THEORETICAL FRAMEWORK

Current research literature in scientific inquiry and engineering education provided a foundation for our work. Incorporating true scientific inquiry into today's classrooms is a major focus of science education reform and is critical to scientific literacy [1, 2], Improving scientific literacy among teachers of science has become a national goal. The report to the nation by the National Commission on Mathematics and Science Teaching for the 21st Century [3] identifies professional development as prerequisite for a well-qualified teaching force and encourages teachers to take responsibility for their own professionalism as they work to improve their skills. The need for professional development that provides opportunities for teachers to upgrade content knowledge in science and mathematics and to facilitate teachers in learning how to integrate technology into these subjects was also identified by the Commission.

The National Staff Development Council standards advocate professional development experiences that are research-based and that use content to increase student learning and development. Teaching teachers how to conduct science inquiry requires handson, situation-specific experience, an approach advocated by a number of science education researchers [4-6].