Engineering the Coast: An Integrated Set of Three Design Challenges to Explore Living Shorelines

Autor/inn/en	Sisk-Hilton, Stephanie; Ferner, Sarah Davies
Titel	Engineering the Coast: An Integrated Set of Three Design Challenges to Explore Living Shorelines
Quelle	In: Science and Children, 59 (2022) 4, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Engineering Education; Science Education; National Standards; Elementary School Teachers; Scientific Concepts; Design; Thinking Skills; Teaching Methods; Authentic Learning; Units of Study; Faculty Development; Camps; Science Curriculum; Grade 4; Kindergarten; Oceanography; Earth Science; Access to Education; Comparative Analysis; Models; California (San Francisco) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; School year 04; 4. Schuljahr; Schuljahr 04; Ozeanografie; Earth sciences; Geowissenschaften; Education; Access; Bildung; Zugang; Bildungszugang; Analogiemodell
Abstract	The inclusion of engineering in the Next Generation Science Standards (NGSS) as a key component of K-12 science learning has provided both opportunities and challenges for elementary teachers. One challenge is integrating the design thinking processes that undergird engineering with core science concepts and current issues facing scientists and the broader world (NRC 2007). The study of oceans, waves, and shorelines allows children to explore factors that impact both humans and the environment and provides a context for authentic engineering challenges that are accessible to elementary students. The engineering challenges the authors present here were integrated into a larger unit on living shorelines. The ideas were originally developed as part of a teacher professional development institute in which K-5 teachers explored the local shorelines of the San Francisco Bay Area and engaged in engineering challenges to better understand the role of engineering in the NGSS. The engineering challenges were then piloted with children at a science camp for grade 3-7 students and then taught as part of the science curriculum in a fourth-grade classroom. In each of these settings, the driving question was: How do we engage with the coastline in ways that benefit nature and humankind through engineering design? (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01