Teaching for transfer through engineering design

Abstract

This document outlines a qualitative study with the aim of fostering the transfer of Science, Technology, Engineering, and Math (STEM) content while working through engineering design problems. Teaching for transfer offers a vehicle to foster the transfer of STEM content through the abstraction of knowledge in each individual discipline. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that knowledge becomes generalizable through its abstraction. This study used a case study design. Student participants in this study were engaged in pre-engineering design-based activities and ranged from freshman to seniors. This study also took place in a low-income school district that has a high minority population. This group of students allowed for a unique lens, which looked at under-represented groups and their experience with engineering design. Data were collected through the use of a design log. Student work was aligned with teaching for transfer lessons to identify whether the instruction was fostering the transfer of STEM content. Preliminary findings indicate that when students are overtly made aware of STEM content connections they understand how each discipline can work together to solve a real world problem. Findings such as these have broad applications for curriculum development in the future. If teachers have the tools to teach for transfer and train students how to transfer knowledge they will be better equipped to solve more complex engineering design problems as they get older.