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Engineering Design Challenges in a Science Curriculum

Abstract

The use of engineering design challenges in high school physics and chemistry courses promotes an engineering perspective, introduces the engineering design cycle and uses engineering vocabulary in high school science classes. Most state frameworks in science do not mention any of these engineering design principles nor do any of the state exams in science ask students to demonstrate their knowledge of these principles. In this paper, Arthur Eisenkraft describes how engineering design challenges can be effectively added to the science curriculum, and how they increase student motivation.

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