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Construct, Critique, and Connect: Engineering as a Vehicle to Learn Scienceby: Ying-Chih Chen, Tamara J. Moore, and Hui-Hui Wang

Journal ArticleDigital resources are stored online in your NSTA Library.

Design a better wind-turbine blade with this activity that explores energy transformation and conservation.

Grades
  • Middle

A selection from Science Scope—November 2014

  • Publication Date
    11/1/2014
  • Volume
    038
  • Issue
    03
  • ISSN
    Not Available
  • Pages
    12

Community Activity

Reviews (2)
  • on Wed Nov 12, 2014 8:06 PM

I appreciated the authors showing the various steps toward using the design-based model in the classroom. The figure 1 chart that identifies the four phases of design-based modeling is clear and easy to follow. I integrated it into my middle school Design and Engineering class. The students were able to articulate the parts of the model and how it fit the project they were currently working on. As a teacher redoing all of my lesson plan formats into a manner that is easily understood and identifies evaluation components. Figure 2 proved to be helpful in providing a framework I could adopt within my classes. I also appreciated Figure 8, which had completed data charts that I could immediately use with my students as an independent evaluation to see if they could interpret data. While this is a lab I only get to every three years in my rotation of units, students don’t have to miss out on the content value by providing a scenario and data, then asking them to draw conclusions.

Sandy Gady  (Renton, WA)
Sandy Gady (Renton, WA)

  • on Tue Nov 11, 2014 10:10 PM

Great project idea, a bit expensive. I am considering incorporating this into my classroom (maybe). The cost of the project is quite a bit per 4 students. The lesson is well structured and student will be testing their design.

Susan German  (Hallsville, MO)
Susan German (Hallsville, MO)


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