Students in diverse groups designed a 3D car to travel fast and far using the engineering design process. This collaborative approach, tailored to their interests and abilities, boosted their interest, learning, and sense of science identity, supported by self-discovery and teacher recognition.
TAKEAWAYS:
Implementing the Engineering Design Process equitably, collaborating in diverse groups based on skills and interests, with teacher recognition, enhances student interest, engagement, learning, and science identity, fostering a sense of belonging and competence in scientific activities.
SPEAKERS:
Massa Mafi (Postdoctoral Researcher: Lawrence, KS)