Science Learning through Engineering Design

SLEDBrenda M. Capobianco

Department of Curriculum & InstructionNovember 16, 2010

This project is supported by the National Science Foundation, Grant #0962840

Targeted MSPFocus on studying and solving issues within a specific grade range or at a critical juncture in education, and/or within a specific disciplinary focus in mathematics or the sciences

• Partnership-Driven• Teacher Quality, Quantity and Diversity• Challenging Courses and Curricula• Evidence-Based Design and Outcomes• Institutional Change and Sustainability

SLED PartnersLafayette School Corp.Tippecanoe School Corp.Taylor Community SchoolsPlymouth Schools

Industry Partners

Indiana State Science StandardsThe Design Process underscores the need for K-12 students

to: 1. identify the goal of a design for a real-world problem;2. select and use materials to develop a solution that will

meet the goal; 3. draw and plan the solution in a notebook; 4. create the solution;5. evaluate and test how well the solution meets the goal; 6. document the solution with drawings including labels.

SLED Design Cycle1

Introduce the problemIdentify goals, context,

and constraints 2Develop and share ideas

and goalsOrganize and record

results

4Examine new

problemsRe-test and improve

3Communicate

evidenced-based results and gather formative

feedback

Mitten/Glove Design ExampleThe SLED approach will begin with an inquiry question - “How can we improve the design of gloves and mittens?”

Gr 5 – Designing a better candy bag

Question guiding the SLED Partnership

If given the necessary tools and resources, cross-disciplinary support, and instructional time, could elementary/intermediate school teachers (grades 3 – 6) effectively improve students ‘ science achievement through an integrated curriculum based on the use of the engineering design process?

SLED Partnership Goals1. Create a partnership of university engineers and

scientists, teacher educators, teachers, administrators, and community partners to improve science education in grades 3-6 through the integration of engineering design in science teaching and learning.

2. Enhance the quality and quantity, and diversity of in-service and pre-service teachers prepared to utilize engineering design as a means to teach science through authentic, inquiry-based, multi-disciplinary, design projects.

Elementary Teacher Education• EDCI 365 Teaching Science in the Elementary

School – SPECIAL SECTION• Fall 2011/Spring 2012 Sunnyside Middle School• Student recruitment – Spring 2011• Application process to participate in the SLED

Summer Institute (40 teachers; ~ 5 el ed majors)