The Next Generation Science Standards (NGSS) represent a dramatic shift in expectations for K–12 science education, particularly in its inclusion of engineering design. To understand the shifts that schools may need to make, Moore, Tank, Glancy, and Kersten examine the ways in which state K–12 science standards, prior to the adoption of NGSS, included engineering.
Researchers examined whether engineering activities and lessons can help students apply science and math content in real-world contexts and gain insights into the professional activities and goals of engineers.
Bathgate, Schunn, and Correnti investigate students’ motivation toward science across three dimensions: the context or setting, the way in which students interact with science materials or ideas, and the activity topic. Findings point to the importance of understanding children’s perceptions of specific science topics, not just science in general.
Research has intimated that engineering design activities can enhance students’ understanding of engineering and technology and can increase their interest in science. Few studies, however, have defined or measured this interest empirically. Dohn examined the effect of an eight-week engineering design competition on 46 sixth-grade students. His findings suggest that design tasks can indeed stimulate interest. He found four main sources of interest: designing inventions, trial-and-error experimentation, making the inventions work, and collaboration.