@article{5148615ecdcf49cd98883060d1895917,
title = "Engineering design in the classroom: Is it good science education or is it revolting?",
abstract = "The changing emphasis of science education today includes a shift from a narrowly disciplinary view of science to a more socially and technologically situated perspective. This article reports on the implementation of engineering design projects in about two dozen U. S. secondary science classrooms, following an inservice professional development course conducted at a university engineering college. Using data from an evaluation of the project and three sociological themes - secrecy and ownership, social persuasion and the status of facts, and the relationship between money and science-I argue that technological design projects provide a sociologically fruitful approach for teaching new themes in science education. However, teachers must rethink the nature of their subject matter, something that may be difficult if their training was disciplinary in emphasis.",
author = "Carlsen, {William S.}",
note = "Funding Information: The findings reported here come from a longitudinal study of the incorporation of engineering design into secondary classrooms by mathematics, science, and technology teachers. The teachers are all alumni of a week-long intensive inservice course at the Thayer School of Engineering at Dartmouth College, Hanover, New Hampshire, USA. The Thayer School's {"}Teaching Engineering Problem Solving{"} program is supported by grants from the National Science Foundation and other sources, and the summer course has been an annual event since 1990. The program is highly selective and admits applicants (attracted via advertisements in professional magazines, direct mailings, and other mechanisms) from a national pool. To date, more than 160 teachers from 38 states have participated. Consequently, the lessons learned from this group must necessarily be qualified as being based on the experiences of motivated teachers who were attracted to the goals of the program.",
year = "1998",
doi = "10.1007/BF02461641",
language = "English (US)",
volume = "28",
pages = "51--63",
journal = "Research in Science Education",
issn = "0157-244X",
publisher = "Springer Netherlands",
number = "1",
}