Inquiry by engineering design: applying the sixth 'E'

摘要

The National Research Council's A Framework for K-12 Science Education (2012), used to develop NGSS (2013), emphasized the explicit integration of engineering practices and design-based solutions in science learning "because they provide students a place to practice the application of their understanding of science and because the design process is an important way for K-12 students to develop an understanding of engineering as a discipline and as a possible career path" (p. 27). While teachers are tasked with the responsibility of providing these learning opportunities for their students, many are not prepared to take on this challenge. The IBED model was developed as a guide to support teachers in effectively integrating engineering applications into their instruction. It extends the inquiry-based approach by introducing an open-ended problem that builds upon the knowledge discovered through investigative activities. This approach avoids simple trial-and-error experiments, which in many cases are performed without realizing factors that caused the trials to succeed or fail. Engineers solve problems using a methodological approach, and as NGSS (2013) emphasizes, engineers rely on their understanding of science and mathematics and engineering design to solve problems. The IBED approach is designed to empower teachers with the knowledge and skills necessary for transforming their curriculum. Supporting teachers with developing strategies for integrating engineering design into the curriculum is vital to achieving the goals and objectives outlined in NGSS (2013) and STL (2007) standards and benchmarks.