Bridge Design On The Reservation: A Study Of Curriculum Implementation With American Indian Youth

Abstract

is a PhD candidate in Curriculum and Instruction at the University of Minnesota where she also received her MA in Science Education. Her research interests focus on science teacher knowledge development, technology integration into science classrooms, and STEM education.

Effects of reverse engineering pedagogy on students’ learning performance in STEM education: The bridge-design project as an example

“…Meanwhile, students can apply distinct mathematical skills (e.g., spatial reasoning, estimation and measurement skills) to process various 2-D and 3-D shapes. Besides, Guzey, Moore, and Roehrig [ 19 ] and Hemming [ 37 ] stated that bridge activities may enhance students’ problem-solving and cooperative skills, as well as reducing their anxiety in STEM disciplines. Consequently, bridge design is generally considered as an effective means of implementing STEM education [ 19 , 38 ].…”

“…Besides, Guzey, Moore, and Roehrig [ 19 ] and Hemming [ 37 ] stated that bridge activities may enhance students’ problem-solving and cooperative skills, as well as reducing their anxiety in STEM disciplines. Consequently, bridge design is generally considered as an effective means of implementing STEM education [ 19 , 38 ].…”

“…Generally, engineering practice enables students to effectively address open-ended problems [ 18 ]. Based on this, a civil engineering curriculum that focused primarily on the design and construction of buildings, bridges, and roads was established [ 19 ]. Among them, bridge design is favored by K-12 STEM education owing to its relative simplicity.…”