"Engineering Based learning has profoundly impacted all aspects of scientific work at Boston Arts Academy. Adding EBL into our classes has reenergized our students, it adds a level of relevance that was missing. Students now have a powerful tool for solving all matter of problems".
Ramiro - Boston Arts Academy
Ramiro - Boston Arts Academy
Project-based learning has evolved into a well-documented and popular organizing principle for hands-on, learn-by-doing methodology. The major
strengths of this approach are:
ENGINEERING DESIGN PROCESS
The engineering design process is a well-established and time-honored means of solving problems. The engineering design process is a roadmap that engineers use to guide them as they solve problems. Engineers use science and mathematics to explore all possible options and to compare competing design ideas. This is an open-ended, iterative, and circular process. The circular nature of the process allows anterograde and retrograde iterations to serve precise problem definition and design refinements.
The use of prototyping helps move the design process forward by improving understanding of the problem, identifying missing requirements, evaluating design objectives and product features, and getting feedback from others. Two key themes of the engineering design process are teamwork and design. Since students design in small groups, encourage them use the steps of the engineering design process.
Even then, make the decision-making process as democratic as possible, with all opinions being heard. Once a teamwork base is established, build upon that with a creative design. If a team of students is excited about their idea, they can come up with some fun methods for improving or extending the original idea. Reinforce that the end goal is a design solution that is a seamless blend of creativity and practicality.
ENGINEERING BASED LEARNING
EBL combines well-known tools from science and engineering to create a pedagogical process to enhance student-centered learning across multiple STEM disciplines. Unlike project-based learning (PBL), EBL is a systematic method for students and teachers to find an appropriate solution to a given open-ended real-world problem. EBL bridges the gap between STEM abstract concepts and real-life applications. The EBL methodology is aligned with the following standards documents: National Educational Technology Standards (issued by ISTE); the Standards for Technological Literacy (issued by ITEA); the Next Generation Science Standards; and the Massachusetts State Framework.
In addition to the hands-on component, the capstone experience gives students broader and deeper understanding and reinforces specific scientific principles. In some cases, teachers allow students to choose their own problems to solve. Many teachers link current classroom topics to the capstone experience.
BLOOM’S TAXONOMY
Bloom’s Taxonomy of Learning (remembering, understanding, applying, analyzing, evaluating, creating) has been a useful tool to educators to target specific types of learning objectives since its publication in the 1950’s. Today, Bloom’s Revised Taxonomy (Anderson,1991), introduced the action verbs listed above to help identify cognitive objectives in student-friendly language. Engineering Based Learning begins with applying knowledge and practices to engineering problems. In fact, each facet of Engineering Based Learning incorporates Bloom’s Taxonomy in the development of the project. By using Engineering Based Learning, teachers encourage a variety of higher order thinking practices.
strengths of this approach are:
- Built on the premise of curiosity and problem solving;
- Students interact, question, create, communicate, reflect;
- Authentic real world projects; and
- Connects student learning to home, community, nation,
and world.
ENGINEERING DESIGN PROCESS
The engineering design process is a well-established and time-honored means of solving problems. The engineering design process is a roadmap that engineers use to guide them as they solve problems. Engineers use science and mathematics to explore all possible options and to compare competing design ideas. This is an open-ended, iterative, and circular process. The circular nature of the process allows anterograde and retrograde iterations to serve precise problem definition and design refinements.
The use of prototyping helps move the design process forward by improving understanding of the problem, identifying missing requirements, evaluating design objectives and product features, and getting feedback from others. Two key themes of the engineering design process are teamwork and design. Since students design in small groups, encourage them use the steps of the engineering design process.
Even then, make the decision-making process as democratic as possible, with all opinions being heard. Once a teamwork base is established, build upon that with a creative design. If a team of students is excited about their idea, they can come up with some fun methods for improving or extending the original idea. Reinforce that the end goal is a design solution that is a seamless blend of creativity and practicality.
ENGINEERING BASED LEARNING
EBL combines well-known tools from science and engineering to create a pedagogical process to enhance student-centered learning across multiple STEM disciplines. Unlike project-based learning (PBL), EBL is a systematic method for students and teachers to find an appropriate solution to a given open-ended real-world problem. EBL bridges the gap between STEM abstract concepts and real-life applications. The EBL methodology is aligned with the following standards documents: National Educational Technology Standards (issued by ISTE); the Standards for Technological Literacy (issued by ITEA); the Next Generation Science Standards; and the Massachusetts State Framework.
In addition to the hands-on component, the capstone experience gives students broader and deeper understanding and reinforces specific scientific principles. In some cases, teachers allow students to choose their own problems to solve. Many teachers link current classroom topics to the capstone experience.
BLOOM’S TAXONOMY
Bloom’s Taxonomy of Learning (remembering, understanding, applying, analyzing, evaluating, creating) has been a useful tool to educators to target specific types of learning objectives since its publication in the 1950’s. Today, Bloom’s Revised Taxonomy (Anderson,1991), introduced the action verbs listed above to help identify cognitive objectives in student-friendly language. Engineering Based Learning begins with applying knowledge and practices to engineering problems. In fact, each facet of Engineering Based Learning incorporates Bloom’s Taxonomy in the development of the project. By using Engineering Based Learning, teachers encourage a variety of higher order thinking practices.