Technology-supported Engineering Design and Problem Solving for Elementary Students

Abstract

This study investigated the technologies and tools used to support upper-level elementary students’ engineering design and problem-solving activities in a bridge design and building challenge. The study was conducted in an eight-week after-school program with a total of 36 4th to 6th grade students in small groups of four to six students. Analysis of students’ group work based on video recordings revealed the use of a variety of technologies and tools. The results show that the use of technology was engaging and critical for helping students solve the engineering design problem and complete the design challenge. The use of disciplinary tools such as shake tables which are typically used by professionals also allowed students to perform certain tasks like professional engineers. Student focus group interviews showed students enjoyed the use of various technologies and tools during the design challenge. The study has implications for using technology to support K-12 students’ engineering design and problem-solving activities, which include the authentic use of technologies and tools can transform learning and support critical problem solving and design thinking. The study also provides an example for instructors on how to use various technologies to engage and motivate students in hands-on engineering design tasks.