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

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