ERIC Number: ED396911
Record Type: RIE
Publication Date: 1996-Apr
Engineering Design in the Classroom: Is It Good Science Education or Is It Revolting?
Carlsen, William S.
This paper reports on a longitudinal study of the incorporation of engineering design into secondary classrooms by math, science, and technology teachers who were alumni of a week-long intensive inservice course at the Thayer School of Engineering at Dartmouth College (New Hampshire). Data collection methods included observations and interviews, surveys, written materials, and site visits. Results indicate that about three-quarters of the teachers effected a full implementation of the problem-solving method during the first year following the workshop. Other findings include: (1) math teachers were less likely to have their students build concrete models and less likely to do any implementation than science teachers; (2) implementation was most common in a teacher's highest-ability class; (3) some teachers were genuinely surprised by the resistance that students expressed to doing the projects; and (4) teachers were candid in admitting that they did not cover subject matter content that they had covered previously in their teaching. It was concluded that engineering design is good science education as it incorporates imaginative views on teaching about technology and society and can engage students in sociologically authentic science. However, engineering design is also revolting, since its implementation requires that teachers rethink what it means to teach science. Contains 27 references. (JRH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (St. Louis, MO, March 30-April 3, 1996).