PERC 2018 Abstract Detail Page
Previous Page | New Search | Browse All
| Abstract Title: | The EDISIn Project: Engineering Design in Scientific Inquiry |
|---|---|
| Abstract: | While introductory physics laboratories are rich with designed artifacts, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. This poster presents on research that anticipates that: (1) existing science courses offer opportunities for students to engage meaningfully with engineering practices, by solving design challenges that emerge in the construction of scientific ideas; (2) doing so can capitalize on existing curricula that physics education has developed, facilitating the adoption of engineering design into preservice teacher education, and science education more broadly. In addition, I report on a preliminary findings related to the following questions: (1) Where do design problems and opportunities emerge in science instruction? (2) How are those problems, their constraints, and solutions consistent with engineering design, and how do they differ? (3) What curricular tools and pedagogical practices can scaffold students' engagement with emergent design problems in science? |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B3 |
Author/Organizer Information | |
| Primary Contact: |
Leslie Atkins Elliott Boise State University Boise, ID 83702 Phone: 2083408317 |
