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Integrating Engineering to Middle School Curriculum by Training Teachers

ABSTRACT. Providing K-12 students an earlier exposure to engineering is recognized as a way to prepare them for postsecondary courses. There has been a significant increase in academies and workshops addressing this concept. Since there is a total turnover of students each year, training K-12 teachers has been thought as an efficient approach. Further, teachers can integrate engineering concepts during the academic year which provides a natural transition. Based on this concept, two middle school teachers (teaching Biology and Math) were selected to participate in research dealing with tissue engineering. Teachers worked for six weeks (four days a week) within the research laboratory on formation of porous structures using biodegradable polymers. Teachers were exposed to the technique of forming porous structures using chitosan and gelatin solution in various shapes using the apparatus available in the laboratory. A low cost freeze drying system that is safe for operation by sixth grade students was developed. The overall cost of performing the experiment is also significantly cheap and less time consuming. An envisioned project for the current academic year under implementation in the sixth grade is freeze drying chitosan-gelatin solutions. Biology teacher will ask the students to make scaffolds that can support the regeneration of various body parts. First, students will perform a survey to determine available biodegradable materials for use in the body along with cost estimation. Once they determine what polymer they need, then they will freeze and air dry the premade chitosan-gelatin solution to form films and porous structures. Here, students will make scaffolds of shape and dimension that mimic a specific body part. Students are also asked to evaluate the number of pores using digital scanning electron micrographs. We anticipate that the entire hands-on experience will stimulate their interest towards engineering or STEM fields. INTRODUCTION Many recent surveys indicate disinterest in engineering career by nearly 85% of 8 to 17 old students [1]. A major reason cited by the students is the lack of awareness about engineering. As most students advance through middle school science classes, their attitude toward science become more negative and their interests decrease most in the seventh grade [2-5]. Thus, the middle grades are a critical period for students, representing the period most beneficial to provide engaging academic opportunities. With the increase in demand of qualified engineers, the lack of interest has been thought as future problem. There has been a significant increase in academies and workshops to provide an early exposure to engineering, which is recognized as a way to prepare K-12 for postsecondary courses. Focusing on teachers and students in the middle grades targets a population which is not being served by existing local outreach activities. While there are several programs focusing on students and teachers in high school, for example Project Lead the Way [6], there are few designed for lower grades. Since there is a total turnover of students each year, training K-12 teachers is an efficient approach. Further, teachers can integrate engineering concepts during the academic year which provides a natural transition. Based on this concept, Transitioning Engineering Research to Middle Schools (TERMS) was initiated. TERMS draws STEM middle school teachers from local school districts in north-central Oklahoma; Stillwater Public Schools resides in the same community as Oklahoma State University. TERMS builds on a large body of

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Madihally, S., & Duffy, M., & Franzmann, L., & Reece, R., & High, K. (2010, June), Integrating Engineering To Middle School Curriculum By Training Teachers Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16108