Incorporating Engineering in Middle School Science

The overarching goals of this study are to introduce engineering concepts to middle school students through digital fabrication, and increase science competency while stimulating interest in STEM careers. This pilot study incorporates digital fabrication, engineering design, and visualizations into a comprehensive unit that integrates hardware, software, curricula, and a collaborative space. The engaging nature of these activities may improve student attitudes toward STEM disciplines and increase the likelihood that students will take advanced STEM coursework and choose STEM careers, as they feel the success of completing hands-on activities supported by visualizations in content that might otherwise be overwhelming. Fabrication activities are a vehicle that may help deliver science content about electricity in a group setting that is approachable for students who may be less likely to pursue STEM activities. Three eighth-grade classes (n=57) participated in hands-on science lessons that incorporate technology to deepen their understanding about electricity using modeling, simulations, and measurement probes. The researcher triangulated data, including student interviews, analysis of student work samples, pre-/post tests, and the STEM Semantics Survey. Data may help provide practical ways to enhance interest and skills necessary to encourage participation in STEM activities, courses, and careers. This paper focuses on student attitudes, as measured by the STEM Semantics Survey. The paired samples t-test failed to reveal a statistically significant difference between the mean overall pretest and overall posttest totals.