Abstract
When integrating computational thinking (CT) skills with science education lessons, we thought that the engineering design process (EDP) would connect CT with the science content. The EDP has been included in science teacher training because it helps structure the engineering practices of the Next Generation Science Standards (NGSS) as well as provide a framework for project-based learning, a highly recommended instructional approach for full realization of NGSS. However, many teachers are still having difficulties with both PBL and the EDP. By mapping CT skills to steps in the EDP, each step better reflects how engineering truly occurs, which in turn better reflects authentic PBL in science and provides an easier-to-manage focus for PBL planning.
TopWhy Pbl And The Edp Are Needed In Ngss
The Framework for K-12 Science Education, from which the Next Generation Science Standards (NGSS) are based, proposed engaging students in engineering and science practices to “deepen their understanding of crosscutting concepts and disciplinary core ideas” (National Research Council, 2012, 217). This engagement needs to include a phenomena or design challenge that places the scientific idea in context, opportunities for students to develop their own lines of inquiry and their own investigations, and public accountability for their findings, both within and outside the classroom (Penuel & Reiser, 2018), which are also important aspects of PBL (Thomas, 2000) and the EDP (Lloyd, 2000).
PBL is considered a necessary pedagogical approach for implementing NGSS with fidelity (Holthuis et al., 2018; Penuel & Reiser, 2018). When applied to science education, PBL increases student achievement (e.g., Craig & Marshall, 2019), engagement (e.g., Carrabba & Farmer, 2018), and equitable participation (e.g., Deutscher et al., 2021). Authentic PBL is different than just “doing projects” in that is meets the following criteria (Thomas, 2000):
Key Terms in this Chapter
Computational Thinking: A problem-solving strategy that originated in computer science but is applicable to any complex problem.
Project-Based Learning: An instructional approach where students learn content through in-depth engagement with realistic, complex problems.
Complex Problem: A problem that can be addressed through various approaches and that has multiple viable solutions. Also known as a “wicked problem” or “ill-defined problem.”
Realistic Problem: An issue that affects, or will affect, people’s well-being. Also known as a “real-world problem.”
Guiding Question: A question posed to students to encourage interest, deeper thinking, and/or an alternate perspective.
Student-Driven: A learning environment that is co-created with the students.
Engineering Design Process: A series of steps used in engineering to create solutions to complex problems.