Creating engineering design challenges is never easy. For seasoned engineers in academia, creating real-world context and content rich problems is difficult. For K-12 teachers, this task is even more challenging given their limited experience with engineering. However, initiatives such as the NGSS depend on teacher's ability to create and integrate engineering design as a topic. This Work in Progress paper evaluates engineering design challenges created by secondary biology teachers during a summer modeling based workshop. During the summer workshop, secondary school teachers assumed the role of students and learned about engineering design by direct instruction in order to create engineering design challenges based in the life sciences. Teams of 3-5 teachers representing a variety of schools created the challenges and posted videos of their plans on an online web-based platform (Edthena,
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 24 2017|
|Event||124th ASEE Annual Conference and Exposition - Columbus, United States|
Duration: Jun 25 2017 → Jun 28 2017
Bibliographical noteFunding Information:
Karen E. Irving is an Associate Professor in the School of Teaching and Learning at The Ohio State University. She earned her B.S. and M.S. in Chemistry at Bucknell University and Ph.D. in Science Education at the University of Virginia. Dr. Irving was co-principal investigator on the Connected Classrooms in Promoting Achievement in Mathematics and Science project supported by the Institute of Education Sciences and an NSF funded Track 2: GK-12, Optimization and Institutionalization of the Science Fellows Supporting Teachers (SFST) Program. She is former chair of the Chair of the Columbus Section of The American Chemical Society and is a member of NARST, ASTE, ACS and NSTA. Current projects include being principal investigator on the ENABLE STEM NSF Noyce grant and two ITQ funded Engineering is Elementary projects, as well as work on effective and appropriate use of modeling in middle and secondary school classrooms.
© American Society for Engineering Education, 2017.