Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/2871
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. Jarvin, Linda Rogers, Chris |
Issue Date: | Jun-2010 |
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. |
URI: | https://doi.dx.org/10.22318/icls2010.2.390 https://repository.isls.org//handle/1/2871 |
Appears in Collections: | ICLS 2010 |
Files in This Item:
File | Size | Format | |
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390-391.pdf | 199.44 kB | Adobe PDF | View/Open |
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