Author:
Compton Michael,Meyer Rebecca,Stevenson Anne,Teng Somongkol
Abstract
The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments.
Reference11 articles.
1. Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press.
2. Heck, K. E., Carlos, R. M., Barnett, C., & Smith, M. H. (2012). 4-H participation and science interest in youth. Journal of Extension, 50(2), Article 2FEA5. Available at: https://tigerprints.clemson.edu/joe/vol58/iss1/23/
3. Kraft, G. (1999). Education reform as public policy: A role for Extension. Journal of Extension, 37(3), Article 3COM1. Available at: https://archives.joe.org/joe/1999june/comm1.php
4. Krishnamurthi, A., Ballard, M., & Noam, G. (2014). Examining the impact of afterschool STEM programs. Afterschool Alliance. Retrieved from http://afterschoolalliance.org/ExaminingtheImpactofAfterschoolSTEMPrograms.pdf
5. Mangold, J., & Robinson, S. (2013, June). The engineering design process as a problem solving and learning tool in K–12 classrooms. {Paper presentation]. American Society of Engineering Education Annual Conference & Exposition, Atlanta, Georgia, United States. Retrieved from https://peer.asee.org/22581