Evaluating the Impact of Engineering is Elementary Year 2 of Implementation in Minneapolis and Hopkins Public Schools

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1 Evaluating the Impact of Engineering is Elementary Year 2 of Implementation in Minneapolis and Hopkins Public Schools Executive Summary Cathy P. Lachapelle, Jonathan D. Hertel, Preeya Phadnis and Christine M. Cunningham January 2013 Funded by the Cargill Foundation

2 There are numerous claims as to the benefits of teaching engineering to K-12 students... There are, however, limited data supporting these claims. Greg Pearson, senior program officer, National Academy of Engineering America s next generation is not prepared for our technology future. Our elementary and secondary school students lag behind students in many other nations in their knowledge of mathematics and science. But despite this reality, which threatens America s prosperity, many public elementary school districts fail to make integrated STEM instruction (instruction in science, technology, engineering, and math) a priority. And even when they do, many elementary teachers feel insecure in their knowledge of science and engineering and are uncomfortable teaching these subjects. With these issues in mind, the Cargill Foundation is supporting a partnership that is working to address the need for integrated STEM instruction in an innovative way. This partnership, headed by the Science Museum of Minnesota and the Minneapolis Public Schools, Hopkins Public Schools, and the Museum of Science, Boston, is introducing and evaluating a ground-breaking, researchtested curriculum called Engineering is Elementary (EiE) in Minnesota schools specifically elementary schools in Minneapolis, the state s largest city, and Hopkins, a neighboring suburban community. Developed by the Museum of Science, Boston, the EiE curriculum is multidisciplinary, inquiry-based, and specifically designed to interface both with elementary-school science curricula and with national science standards. The partnership plan calls for phased-in, districtwide implementation of EiE over four years, starting in 2009 and involving grades 3, 4, and 5; implementation will be complete in academic year , when nearly 10,000 students will be participating in hands-on science and engineering learning. One specific goal of this project is to evaluate whether students learn more science, engineering, and technology content with the EiE approach than they do with traditional lessons addressing science content only. Another goal is to assess how effective EiE is with various student subgroups; the study looks at gender, socioeconomic status, race/ethnicity, English language proficiency, and participation in an Individualized Education Program (IEP). A third goal is to measure whether student performance in science, technology, and engineering improves if elementary teachers have received in-classroom training from an experienced science specialist someone who can model how to teach the EiE curriculum. In the first year of the project, implementation was in thirdgrade classrooms only. This report focuses on the second year of the project ( ), when EiE was implemented in both third- and fourth-grade classrooms. Thirdgrade teachers implemented either one or both of two EiE units: Designing Model Membranes and Seeing Animal Sounds. Fourth-grade teachers received summer training in the teaching of two other EiE units, Designing Maglev Systems and Designing Water Filters ; then, during the school year, fourth-grade teachers co-taught one EiE unit with support from a Science Museum of Minnesota science specialist.

3 Students looked at pictures of twenty items and indicated which ones represented a technology. To measure changes in students knowledge of, and attitudes toward, science and engineering, samples of the student population involved in the project were asked to complete pre- and post-assessment surveys. These assessments showed the following changes when students engaged with EiE: The proportion of students with misconceptions about what constitutes a technology decreased significantly after exposure to EiE. Percent of students choosing correctly Pre Post Students attitudes toward science and engineering as relevant, practical, and helpful to the public became significantly more positive after exposure to EiE "Science has nothing to do with real life." "Math has nothing to do with real life." Students were also more likely, after engaging with EiE, to say that they had a good understanding of what scientists and engineers do in their jobs. Students rated a series of questions on a scale from Strongly Students rated a series of questions on a scale from Strongly Significant positive growth was also observed in students attitudes toward pursuing a career in science or engineering "I would enjoy being a scientist when I grow up." "I would enjoy being an engineer when I grow 8 10 up." "I think I know what engineers do for their jobs." "Scientists help make people's lives better." 8 "Engineers help make people's lives better." 8 10 Students rated a series of questions on a scale from Strongly

4 Pre- and post-assessments also show significant improvements in student knowledge across gender and underrepresented groups. Students knowledge of both science content (such as the properties of magnets, membranes, and sound) and engineering content (such as design considerations for transportation systems or environmental engineering strategies to protect water quality) significantly improved after exposure to EiE. No significant differences were found between male and female students. Girls and boys showed the same growth in knowledge after exposure to EiE. Despite having lower scores than mainstream students both before and after exposure to EiE, underrepresented minority students showed a significant increase in their understanding of science and engineering concepts after exposure to EiE. Their attitudes toward science and engineering also improved. There is some evidence that teachers trained by a Science Museum of Minnesota science specialists were better able to integrate science and engineering content than teachers who did not receive this training. In some EiE units and for some science topics student groups whose teachers had been trained by a Science Museum of Minnesota science specialist showed significantly greater improvement in their knowledge of science content than students of teachers who received only workshop training in teaching EiE. In our analysis of the third year of this project ( ), we will assess implementation of EiE in fifth-grade classrooms in both school districts. We will also assess district-wide implementation of EiE in fourth-grade classrooms. For some fourth-grade students, this will be the second year that they have learned with EiE, and the impact of multiple years of exposure to the curriculum will be assessed. Finally, we will compare the performance of thirdgrade students whose teachers have had previous experience implementing EiE to third-graders whose teachers have not previously taught with EiE. Funded by a generous grant from the Cargill Foundation Museum of Science, Boston National Center for Technological Literacy Christine Cunningham, Vice President of Research Cathy Lachapelle, Director of EiE Research and Evaluation Engineering is Elementary Museum of Science Science Park Boston, MA (617) address EiEresearch@mos.org 2013 This report was commissioned by and funded by the Cargill Foundation. Any opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the Cargill Foundation.

5 Museum of Science 1 Science Park Boston, MA eie@mos.org EiE.org Museum of Science 1 Science Park Boston, MA tel fax eie.org

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