As calls for science, technology, engineering, and mathematics (STEM) education at the elementary level become more vociferous, elementary teachers may be wondering whether engineering is meant for all students. However, the authors assert that engineering can be taught in inclusive environments. It may be especially empowering for those who struggle with traditional subjects. Here they describe how the core practice of engineering and its design process was taught in a third-grade inclusive classroom in which students used this approach to design windmill blades.
Type Journal ArticlePub Date 3/1/2010Stock # sc10_047_07_24Volume 047Issue 07