|Pedagogy-Epistemology||• How do curricula that reflect the integrative nature of engineering help students make connections to science concepts?|
• Do students who engage in engineering projects develop stronger scientific and technological literacy? And can they sustain such competencies over time?
|Pedagogy- Methodology||• Do students recognize the design process as a set of strategies that are adaptable to different types of problem solving?|
• What are the different affordances associated with different engineering-science integration approaches? For example, do projects with an optimization model promote deeper understanding of science concepts than those adopting a design-build-test model?
Do teachers have relevant support systems to use different models in the classroom? Do school demographics predict the use of specific teaching methods?
|Epistemology- Methodology||• Do design projects used in classrooms reflect a range of engineering problems (optimization, experimentation, etc) and the adaptability of the design process in solving these problems?|
• What barriers and affordances are there in facilitating student designer transitions between concrete design decisions and scientific core ideas?