Engineering Encounters: Building a Spaghetti Structure

Autor/inn/en	Llewellyn, Douglas; Pray, Sandra; DeRose, Rob; Ottman, William
Titel	Engineering Encounters: Building a Spaghetti Structure
Quelle	In: Science and Children, 54 (2016) 2, S.70-75 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Teaching Methods; Elementary School Science; Engineering Technology; STEM Education; Interdisciplinary Approach; Integrated Activities; Science Activities; Problem Solving; New York + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbautechnik; STEM; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Integrierender Unterricht; Problemlösen
Abstract	This column presents ideas and techniques to enhance science teaching. In this month's issue an upper elementary Science, technology, engineering, and math (STEM) challenge brings an engineer into the classroom while emphasizing cooperation, communication, and creativity. STEM activities come in various shapes and sizes. Some are quite involved and require students to possess some degree of prior knowledge and skills, while others are relatively simple and can be accomplished with minimal prior knowledge and skills. In this article, the authors provide an inexpensive, multi-day STEM task that brings a local engineer into the classroom. This spaghetti structure challenge is multidisciplinary, integrating STEM disciplines with reading and writing literacy. The spaghetti structure challenge engages students in problem-solving strategies and structural design processes in science and engineering. Problem solving enables students to assume ownership and responsibility of the task. Problem solving is a form of both active learning and discovery learning--a combination of hands-on and minds-on education. In this example, the authors chose to describe the task to students as a challenge rather than a competition to emphasize the 3 "Cs"-- cooperation, communication, and creativity. However, the decision to introduce the task as a challenge or a competition rests with the classroom teacher and whether his or her students are motivated by in-classroom peer competitions. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01