Engineering involves how to design things and how systems work. When students engage in engineering design, higher order thinking skills are shown through student work. Like Project Based Learning, a solution to a problem is provoked through content knowledge, technology integration, real world situations, innovating, looking at things through multiple perspectives, and improving areas of failure (Talley, 2016).
Systems thinking is involved in engineering design. Systems thinking, when developed, allows students to show how carefully they can weigh choice considerations corresponding to their scientific reasoning. Systems thinking forces students to see how each part is connected and provides students opportunities for interdisciplinary learning (Talley, 2016).
Talley (2016) quotes the National Research Council's A Framework for K-12 Science Education (2012) quote on page 12, "engineering 'provides a context in which students can test their own developing scientific knowledge and apply it to practical problems...'" As stated, Engineering Design is much like Project Based Learning because it also involves dividing the workload among experts, clear constraints for criteria, student choice and autonomy, 21st Century Skills, and growth rubrics (Talley, 2016). Some differences on focus areas include:
-Skills to clarify the problem
-Imagining, brainstorming, researching,
-Drawing a prototype
-Testing and Evaluating, redesigning, rebuilding, and retesting
(Talley, 2016)
*It is not a linear process. As with PBL, a growth mindset is also needed. The teachers roles remain as coach and facilitator (Talley, 2016).
Some examples include:
-Designing buildings or bridges
-Designing a prototype to help advance something
-Creating a model of an animal using only certain materials to demonstrate its adaptations
(Talley, 2016)
Assessment is done through Growth Rubrics and also includes:
-Sketches of prototype and design
-List of failures and innovations
-Justification of choice materials
-Why it was put together the way it was
(Talley, 2016)
"Engineering as a part of STEM campus and classroom provides a rich backdrop to the high levels of engagement, application of knowledge, cross-curricular connections, and infusion of 21st Century Skills that are essential to college and career readiness" (Talley, 2016, p.115).
See lesson plan on PBL page for an example of a cross between PBL and Engineering Design.
Reference:
Talley, T. (2016). The STEM coaching handbook: Working with teachers to improve instruction. Milton: Taylor and Francis.
Engineering Design Rubric
https://www.slideshare.net/cmitton/engineering-design-rubric
Systems thinking is involved in engineering design. Systems thinking, when developed, allows students to show how carefully they can weigh choice considerations corresponding to their scientific reasoning. Systems thinking forces students to see how each part is connected and provides students opportunities for interdisciplinary learning (Talley, 2016).
Talley (2016) quotes the National Research Council's A Framework for K-12 Science Education (2012) quote on page 12, "engineering 'provides a context in which students can test their own developing scientific knowledge and apply it to practical problems...'" As stated, Engineering Design is much like Project Based Learning because it also involves dividing the workload among experts, clear constraints for criteria, student choice and autonomy, 21st Century Skills, and growth rubrics (Talley, 2016). Some differences on focus areas include:
-Skills to clarify the problem
-Imagining, brainstorming, researching,
-Drawing a prototype
-Testing and Evaluating, redesigning, rebuilding, and retesting
(Talley, 2016)
*It is not a linear process. As with PBL, a growth mindset is also needed. The teachers roles remain as coach and facilitator (Talley, 2016).
Some examples include:
-Designing buildings or bridges
-Designing a prototype to help advance something
-Creating a model of an animal using only certain materials to demonstrate its adaptations
(Talley, 2016)
Assessment is done through Growth Rubrics and also includes:
-Sketches of prototype and design
-List of failures and innovations
-Justification of choice materials
-Why it was put together the way it was
(Talley, 2016)
"Engineering as a part of STEM campus and classroom provides a rich backdrop to the high levels of engagement, application of knowledge, cross-curricular connections, and infusion of 21st Century Skills that are essential to college and career readiness" (Talley, 2016, p.115).
See lesson plan on PBL page for an example of a cross between PBL and Engineering Design.
Reference:
Talley, T. (2016). The STEM coaching handbook: Working with teachers to improve instruction. Milton: Taylor and Francis.
Engineering Design Rubric
https://www.slideshare.net/cmitton/engineering-design-rubric