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Using engineering activities to engage middle school students in physics and biology

Using engineering activities to engage middle school students in physics and biology AbstractIt is well documented that female students show greater engagement with the biological sciences whilst male students gravitate towards the physical sciences. In this study, it is proposed that implementing learning programmes that utilise the engineering process has the potential to influence middle school students’ interest in academic disciplines where their gender is under-represented. To foster boys’ and girls’ curiosity for and engagement with biology and physics, respectively, middle school students worked through a series of engineering tasks delivered by a science, technology, engineering and mathematics (STEM) Education and Outreach Team. The activities included a series of hands-on workshops that focused on biomedical technology and the physics of human hearing and speech. The research included an analysis of data collected through student surveys. The survey included an adapted Draw-A-Scientist Test. The learning programme’s outcomes are discussed in terms of influence on student engagement and the way in which students identify with physics and biology careers and occupations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australasian Journal of Engineering Education Taylor & Francis

Using engineering activities to engage middle school students in physics and biology

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Using engineering activities to engage middle school students in physics and biology

Abstract

AbstractIt is well documented that female students show greater engagement with the biological sciences whilst male students gravitate towards the physical sciences. In this study, it is proposed that implementing learning programmes that utilise the engineering process has the potential to influence middle school students’ interest in academic disciplines where their gender is under-represented. To foster boys’ and girls’ curiosity for and engagement with biology and...
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Publisher
Taylor & Francis
Copyright
© 2015 Engineers Australia
ISSN
1325-4340
eISSN
2205-4952
DOI
10.1080/22054952.2015.1130092
Publisher site
See Article on Publisher Site

Abstract

AbstractIt is well documented that female students show greater engagement with the biological sciences whilst male students gravitate towards the physical sciences. In this study, it is proposed that implementing learning programmes that utilise the engineering process has the potential to influence middle school students’ interest in academic disciplines where their gender is under-represented. To foster boys’ and girls’ curiosity for and engagement with biology and physics, respectively, middle school students worked through a series of engineering tasks delivered by a science, technology, engineering and mathematics (STEM) Education and Outreach Team. The activities included a series of hands-on workshops that focused on biomedical technology and the physics of human hearing and speech. The research included an analysis of data collected through student surveys. The survey included an adapted Draw-A-Scientist Test. The learning programme’s outcomes are discussed in terms of influence on student engagement and the way in which students identify with physics and biology careers and occupations.

Journal

Australasian Journal of Engineering Education – Taylor & Francis

Published: Jan 1, 2015

Keywords: STEM; engineering education; physics and biology education; middle school education; Draw-A-Scientist Test

References

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