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Title:
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UNDERSTANDING WHAT STUDENTS LEARN FROM AUTHENTIC SCIENCE AND ENGINEERING PRACTICES |
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Author(s):
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Nancy Butler Songer, Julia Calabrese, Holly Cordner and Daniel Aina |
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ISBN:
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978-989-8704-72-6 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2025 |
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Edition:
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Single |
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Keywords:
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Science, Engineering, Problem-Solving, Secondary Students, Assessment |
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Type:
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Short Paper |
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First Page:
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397 |
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Last Page:
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400 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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Even as professional scientists and engineers have identified a set of steps for problem-solving in authentic settings,
pre- university curricular programs that combine science and engineering towards solutions are not common. We present
research studies that implemented and evaluated the assessment of student learning (ages 10-14) associated with curricular
programs that followed a new instructional approach integrating science and engineering to design solutions to authentic
problems. We evaluated student learning outcomes using assessment instruments that presented strong validity arguments.
Utilizing Design-Based Research (DBR), we studied student learning with 554 adolescents over three cycles. Outcomes
include validated assessment instruments that provide evidence of science and engineering learning, as well as statistically
significant, yet varied, outcomes in each cycle. Conclusions reflect on what was learned from the design of curricular
programs and assessment tasks that integrate science and engineering. |
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