Effectiveness of an Engineering Curriculum Intervention for Elementary School: Moderating Roles of Student Background Characteristics

Autor/inn/en	Lachapelle, Cathy Pauline; Oh, Yoonkyung; Cunningham, Christine M.
Titel	Effectiveness of an Engineering Curriculum Intervention for Elementary School: Moderating Roles of Student Background Characteristics
Quelle	(2017), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Effectiveness; Engineering; Engineering Education; Intervention; Curriculum Implementation; Grade 3; Grade 4; Grade 5; Randomized Controlled Trials; Elementary School Students; Science Instruction; White Students; Minority Group Students; Experimental Groups; Control Groups; Outcomes of Education; Faculty Development; Workshops; Massachusetts; Maryland; North Carolina + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Maschinenbau; Ingenieurausbildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernleistung; Schulerfolg; Lernwerkstatt; Schulung; Master-Studiengang
Abstract	We present main effects of treatment and moderating effects of student background on science and engineering outcomes for grades 3-5 children participating in an engineering intervention. Data is from a large-scale randomized-controlled trial of two matched pairs (intervention and comparison) of engineering units. The intervention curriculum utilizes methods of project-based learning with support to apply science concepts to engineering design, while the comparison curriculum relies primarily on direct instruction. Both groups were taught the same science content prior to treatment. Intervention students in one of two curriculum units showed greater improvement on science content outcomes, as compared to control. The white/minority science achievement gap shrank after the intervention. Results suggest that the project-based intervention improves science achievement, particularly for minorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01