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Technology-Supported Engineering Design and Problem Solving for Elementary Students

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  • Author(s): Yang, Dazhi (ORCID Yang, Dazhi (ORCID 0000-0001-6699-3373); Chittoori, Bhaskar (ORCID Chittoori, Bhaskar (ORCID 0000-0001-8583-1003)
  • Language:
    English
  • Source:
    International Journal of Technology in Education and Science. 2022 6(4):524-542.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
    • Peer Reviewed:
      Y
    • Source:
      20
    • Sponsoring Agency:
      National Science Foundation (NSF)
    • Contract Number:
      1640228
    • Education Level:
      Elementary Education
      Grade 4
      Intermediate Grades
      Grade 5
      Middle Schools
      Grade 6
    • Subject Terms:
      Engineering Education; Design; Elementary School Students; Problem Solving; After School Programs; Grade 4; Grade 5; Grade 6; Cooperative Learning; Technology Uses in Education; Educational Technology; Learner Engagement
    • ISSN:
      2651-5369
    • Abstract:
      This study investigated the technologies and tools used to support upper-level elementary students' engineering design and problem-solving activities in a bridge design and building challenge. The study was conducted in an eight-week afterschool program with a total of 36 4th to 6th grade students in small groups of four to six students. Analysis of students' group work based on video recordings revealed the use of a variety of technologies and tools. The results show that the use of technology was engaging and critical for helping students solve the engineering design problem and complete the design challenge. The use of disciplinary tools such as shake tables which are typically used by professionals also allowed students to perform certain tasks like professional engineers. Student focus group interviews showed students enjoyed the use of various technologies and tools during the design challenge. The study has implications for using technology to support K-12 students' engineering design and problem-solving activities, which include the authentic use of technologies and tools can transform learning and support critical problem solving and design thinking. The study also provides an example for instructors on how to use various technologies to engage and motivate students in hands-on engineering design tasks.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1357381