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ERIC Number: ED537383
Record Type: Non-Journal
Publication Date: 2011
Pages: 4
Abstractor: ERIC
Reference Count: 8
Design Principles for High School Engineering Design Challenges: Experiences from High School Science Classrooms
Schunn, Christian
National Center for Engineering and Technology Education
At the University of Pittsburgh, the author and his colleagues have been exploring a range of approaches to design challenges for implementation in high school science classrooms. In general, their approach has always involved students working during class time over the course of many weeks. So, their understanding of what works must be contextualized to that situation (i.e., without significant home support, by students enrolled in traditional classrooms, involving content that is connected to traditional science classrooms). However, their approach has been implemented with thousands of students in over 80 classrooms ranging from 9th grade biology or general science to 11th grade physics, from traditional mainstream science classrooms to elective Biology II or Honors Chemistry, and from high needs urban classrooms to affluent suburban classrooms. In other words, there is some important generality to these experiences. They have also conducted a number of studies on students in these settings, to understand a range of factors that influence student learning and affect outcomes. This white paper provides a brief summary of principles that appear to guide successful experiences for students.
National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: National Center for Engineering and Technology Education (NCETE)