Document Type
Conference Proceeding
Publication Date
6-15-2019
Abstract
The Engineering Design in Scientific Inquiry (EDISIn) Project addresses the engineering preparation of secondary science teachers by embedding engineering design into a science course for single-subject STEM education majors (future secondary teachers), and developing a sequence of lesson plans and annotated video for faculty who seek to embed engineering design in their science courses. While undergraduate laboratories are rich with designed experimental apparatus, it is rare that students themselves play a role in designing and producing artifacts in the service of scientific inquiry. Our expectation is 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; and (2) doing so can capitalize on existing curricula that science education has developed, facilitating the adoption of engineering design into preservice teacher education. As part of NSF’s Improving Undergraduate STEM Education (IUSE) funding program, this proposal is part of a broader effort to transform undergraduate science education, preparing students to be innovators and leaders in STEM.
Copyright Statement
© 2019, American Society for Engineering Education, Proceedings of ASEE Annual Conference,Tampa, FL.
Publication Information
Atkins Elliott, Leslie. (2019). "Engineering Design in Scientific Inquiry". 2019 ASEE Annual Conference & Exposition, 27672-1 - 27672-9.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons