Engineering Elephants: Introducing Young Children to Engineering
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Engineering Elephants: Introducing Young Children to Engineering Emily M. Hunt, Ph.D.,1 Michelle L. Pantoya, Ph.D.2 and Abbye M. Reeves, M.Ed.3 1
Engineering and Computer Science, West Texas A&M University, Canyon, TX 79016 Department of Mechanical Engineering, Texas Tech University, Lubbock, TX 79409 3 Lubbock Independent School District, Lubbock, TX 79424 2
ABSTRACT In this study, the authors focused on children from 2-8 years of age and asked the simple question: what do engineers do? The number one response was: ―I don’t know‖, the number two response was ―they drive a train.‖ While children are very familiar with professionals such as doctors, teachers, nurses, firefighters and policemen, they are rarely introduced to engineers. With this motivation, the authors developed a novel children’s book on engineering: Engineering Elephants. This book is an outreach tool that introduces children to the dynamic world of engineering design through roller coasters, fireworks, and a plethora of other exciting adventures. The book teaches children about relevant topics such as nanotechnology, renewable energy, and prosthetics by engaging them through an interactive journey of an elephant and his questioning of the world around him. The text was strategically developed using the language of science (asking questions) and introducing vocabulary relevant to science and math using a lyrical pattern. This presentation will highlight the development of this book as an instructional aid but also detail the response of various age groups to engineering activities presented as a companion to this book. In particular, an elementary school district in West Texas designed a 45th grade 3-week summer school curriculum around this book. Results from this study will have an impact on future generations by inspiring them to consider the exciting profession of engineering at an early age. INTRODUCTION Young children express their curiosity about the world around them and their eagerness to explore in the numerous questions they pose in everyday conversations at home and in school. However, at the youngest grade levels (Pre-K, K-2nd), young children are seldom given opportunities to engage systematically and thoughtfully in learning science. On average, less than 10% of instructional time is spent on teaching science in the early grades [1] and there is a need for inspiring and age appropriate tools to facilitate early science and math education. Educational psychology researchers developed an approach for teaching science in elementary school by integrating science with language and literacy skills. The combination makes science instruction more appealing to teachers who place significant emphasis on language arts core curriculum requirements while enhancing language and science learning for children through a genuine purpose [1-3]. ―Reading is the centerpiece of intellectual development in any and all disciplines. It is absolutely necessary to encourage and facilitate the increased involvement of students in the Science, Technology, Engin
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