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Pre College Education Of Engineering At Kanazawa Institute Of Technology To Senior High School Students In Japan

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Pre-College Initiatives in Engineering Education

Page Count


Page Numbers

8.933.1 - 8.933.10



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Paper Authors

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Tohru Kitamura

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Masashi Tani

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Kazuya Takemata

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Masakatsu Matsuishi

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2253

Pre-College Education of Engineering at Kanazawa Institute of Technology to Senior High School Students in Japan

Masakatsu Matsuishi, Kazuya Takemata, Masashi Tani and Toru Kitamura

Kanazawa Institute of Technology/Wakasa Senior High School


In order to stimulate young students’ interest in science and engineering, Kanazawa Institute of Technology (KIT) and Wakasa Senior High School (WSHS) started a collaboration project in 2000. KIT gives a two-day pre-college engineering course to students from WSHS. As students have little engineering knowledge, we intend to achieve the objective of the course by three pedagogical concepts: the Plan-Do-Check-Act Cycle, hands-on exercises, and cooperative learning.

This paper discusses the experience of the pre-college engineering course, which the students attended at KIT in March 2001, and results of student feedback.


There is a growing tendency in Japan for students to lose interest in science and engineering. Therefore, the importance of stimulating young students’ interest in science and engineering has been strongly emphasized.1, 2 In order to stimulate young students’ interest in science and engineering, a collaboration project started in 2000 between KIT and WSHS. KIT has been giving a two-day pre-college introductory engineering course to forty students from WSHS since March 2001.

The curricula for this two-day course has been carefully designed to include the Design Section of the Technology Content Standard as published in the Standards for Technological Literacy: Content for the Study of Technology.3 The course provides an opportunity for students to develop an understanding of the attributes of design and engineering. In addition, students are also exposed to the roles of troubleshooting, research and development, invention, innovation, and experiment in problem solving.

On the first day of the pre-college engineering course at KIT, each student was asked to design and build one model bridge individually using light and flexible timber material, which is known as balsa wood. After completion, students applied loads onto the bridges until they collapsed. KIT faculty explained the basic strength of structures. At the end of the first day activity, students were assigned to teams and involved in group-discussion. Based upon the previous experience, which they acquired on the first day individually, each team strived to design and build a stronger model bridge so that it could withstand a much heavier load. Due to learning through hands-on exercises and group activities, the average load-carrying capacity of bridges designed by teams was 1.75 times larger than that for bridges designed by individual students. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Education

Kitamura, T., & Tani, M., & Takemata, K., & Matsuishi, M. (2003, June), Pre College Education Of Engineering At Kanazawa Institute Of Technology To Senior High School Students In Japan Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--12371

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