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The impact of an engineering design curriculum on science reasoning in an Urban setting

Silk, EM and Schunn, CD and Strand Cary, M (2009) The impact of an engineering design curriculum on science reasoning in an Urban setting. Journal of Science Education and Technology, 18 (3). 209 - 223. ISSN 1059-0145

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Abstract

This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically. Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil, multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science reasoning in high-needs, urban settings are discussed. © 2009 Springer Science+Business Media, LLC.


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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Silk, EM
Schunn, CDschunn@pitt.eduSCHUNN0000-0003-3589-297X
Strand Cary, M
Date: 1 June 2009
Date Type: Publication
Journal or Publication Title: Journal of Science Education and Technology
Volume: 18
Number: 3
Page Range: 209 - 223
DOI or Unique Handle: 10.1007/s10956-009-9144-8
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
School of Education > Psychology in Education
Refereed: Yes
ISSN: 1059-0145
Date Deposited: 07 Aug 2014 17:03
Last Modified: 02 Feb 2019 15:56
URI: http://d-scholarship.pitt.edu/id/eprint/22601

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