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|Title:||Children Learning Science through Engineering: An Investigation of Four Engineering-Design-Based Curriculum Modules|
|Authors:||Wendell, Kristen B.|
Connolly, Kathleen G.
Wright, Christopher G.
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Wendell, K. B., Connolly, K. G., Wright, C. G., Jarvin, L., & Rogers, C. (2010). Children Learning Science through Engineering: An Investigation of Four Engineering-Design-Based Curriculum Modules. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 390-391). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||This research investigates the use of engineering design challenges as the basis for primary school science learning environments. We used pre-post tests to compare engineering-based students' science content gains to those of students using their district's typical science curriculum. Across the domains of animal adaptations, simple machines, material properties, and sound, the engineering-based science students showed significant pre- post learning gains, and for all domains except sound, their gains were significantly higher than those of comparison students.|
|Appears in Collections:||ICLS 2010|
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