Geotechnical Engineering Curriculum Modules for High School Math and Science Classes
Publication: Geo-Congress 2024
ABSTRACT
High school science and math classes can often seem irrelevant to the everyday lives of students leading to difficulties in engaging students in these topics. Moreover, limited opportunities for hands-on learning can further perpetuate perceptions of subject matter difficulty and result in limited exposure to available career paths. By incorporating hands-on curriculum modules in geotechnical engineering, it is possible to overcome these issues while providing students with real-world applications making the material more engaging and meaningful. This paper presents two curriculum modules developed as part of the National Science Foundation-funded Research Experiences for Teachers (RET) site at North Dakota State University. These modules—one for a high school science class and one for a high school math class—were developed with the aim of promoting science, technology, engineering, and mathematics education (STEM), while inspiring students to consider careers in geotechnical engineering. The lessons are designed to align with the Next Generation Science Standards and include hands-on activities along with real-world applications to enhance student understanding of the subject matter. The effectiveness of these modules was evaluated through formative and summative assessment and student surveys. The results indicate that the modules can effectively engage students in geotechnical engineering by connecting the math and science concepts from their classes and increase their interest in STEM fields. These curriculum modules are a valuable resource for high school math and science teachers looking to integrate engineering into their classes.
Get full access to this article
View all available purchase options and get full access to this chapter.
REFERENCES
Hake, R. R. (1998). “Interactive-engagement Versus Traditional Methods: A Six-thousand-student survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics, 66(1), 64–74.
Hidi, S., and Renninger, K. A. (2006). “The Four-Phase Model of Interest Development.” Educational Psychologist, 41(2), 111–127.
MacDuff, F., AlHayki, K., and Linse, C. (2010). “Using Progressive I-Can Statements to Promote Learner Confidence in Writing,” English Teaching Forum, 4, 2–11.
McNeill, K. L., and Krajcik, J. S. (2011). Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Pearson.
Monterrosa Paz, H. J. (2022). Inspired by My Teacher. The Benefits of Having Minority Teacher Representation in the Classrooms K-12: A Scoping Review. Masters’s Thesis, California State University, Northridge.
NASEM (National Academies of Sciences, Engineering, and Medicine). (2016). Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem. The National Academies Press.
Osborne, J., Simon, S., and Collins, S. (2010). “Attitudes Towards Science: A Review of the Literature and Its Implications.” International Journal of Science Education, 25(9), 1049–1079.
Rittle-Johnson, B., and Schneider, M. (2014). “Developing Conceptual and Procedural Knowledge of Mathematics.” The Oxford Handbook of Numerical Cognition, 2, 482–516.
Wenaas, R., Crary, S. L., and Ajmera, B. (Under Review - UR). Slope Failures and Integration, TeachEngineering. [Curriculum available by contacting authors].
Wold, J., Crary, S. L., and Ajmera, B. (Accepted – In Press). Testing the Effects of an Earthquake on the Structural Integrity of a Building, TeachEngineering.
Information & Authors
Information
Published In
History
Published online: Feb 22, 2024
ASCE Technical Topics:
Authors
Metrics & Citations
Metrics
Citations
Download citation
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.