Inquiry-Based Hands-On Learning Linking High School Calculus and Geotechnical Engineering.
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| Title: | Inquiry-Based Hands-On Learning Linking High School Calculus and Geotechnical Engineering. |
|---|---|
| Authors: | Ajmera, Beena1, Crary, Sarah L.2, Wenaas, Ryan3 |
| Source: | Journal of STEM Education: Innovations & Research. Jul-Sep2025, Vol. 26 Issue 3, p21-30. 10p. |
| Subject Terms: | *High school curriculum, *Secondary education, *Inquiry-based learning, Geotechnical engineering |
| Company/Entity: | National Science Foundation (U.S.) |
| Abstract: | Introduction of science, technology, engineering, and mathematics (STEM) experiences to students exposes them to a variety of future career options while teaching them critical thinking and problem solving skills. In many calculus classes, students feel that the material they are learning is abstract and not related to the real-world. As a result, they lose interest, becoming less likely to pursue careers in professions that require calculus for their degrees. This study presents a high school curriculum unit that connects mathematical ideas to real life problems in geotechnical engineering to create a stronger connection between concepts. Specifically, in the high school curriculum unit created, slope failures are used to teach different integration methods to boost student engagement and enhance student interest and understanding. Through the discovery learning opportunities presented, junior and senior students were able to take charge while having ownership over their learning. The developed lesson plans were implemented in calculus classrooms at Davies High School in Fargo, ND. The classroom teacher found students appreciated the hands-on activity in a class that is usually largely lecture focused. Anecdotal evidence suggested that students developed stronger connections with the material allowing them to form a memory landmark, increasing their ability to recall it later in the academic year. Results of a six-question Likert scale survey administered to 66 students (with 34 responses) in the three classes that implemented the lesson plans developed in this paper indicated a greater interest in learning about STEM topics and disciplines in general than specifically about civil engineering. Finally, there was also a greater interest in pursuing a career in a STEM field than specifically in civil engineering. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of STEM Education: Innovations & Research is the property of Institute for STEM Education & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188691955 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Inquiry-Based Hands-On Learning Linking High School Calculus and Geotechnical Engineering. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ajmera%2C+Beena%22">Ajmera, Beena</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Crary%2C+Sarah+L%2E%22">Crary, Sarah L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Wenaas%2C+Ryan%22">Wenaas, Ryan</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+STEM+Education%3A+Innovations+%26+Research%22">Journal of STEM Education: Innovations & Research</searchLink>. Jul-Sep2025, Vol. 26 Issue 3, p21-30. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+curriculum%22">High school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Geotechnical+engineering%22">Geotechnical engineering</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22National+Science+Foundation+%28U%2ES%2E%29%22">National Science Foundation (U.S.)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction of science, technology, engineering, and mathematics (STEM) experiences to students exposes them to a variety of future career options while teaching them critical thinking and problem solving skills. In many calculus classes, students feel that the material they are learning is abstract and not related to the real-world. As a result, they lose interest, becoming less likely to pursue careers in professions that require calculus for their degrees. This study presents a high school curriculum unit that connects mathematical ideas to real life problems in geotechnical engineering to create a stronger connection between concepts. Specifically, in the high school curriculum unit created, slope failures are used to teach different integration methods to boost student engagement and enhance student interest and understanding. Through the discovery learning opportunities presented, junior and senior students were able to take charge while having ownership over their learning. The developed lesson plans were implemented in calculus classrooms at Davies High School in Fargo, ND. The classroom teacher found students appreciated the hands-on activity in a class that is usually largely lecture focused. Anecdotal evidence suggested that students developed stronger connections with the material allowing them to form a memory landmark, increasing their ability to recall it later in the academic year. Results of a six-question Likert scale survey administered to 66 students (with 34 responses) in the three classes that implemented the lesson plans developed in this paper indicated a greater interest in learning about STEM topics and disciplines in general than specifically about civil engineering. Finally, there was also a greater interest in pursuing a career in a STEM field than specifically in civil engineering. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of STEM Education: Innovations & Research is the property of Institute for STEM Education & Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188691955 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.63504/jstem.v26i3.2729 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 21 Subjects: – SubjectFull: High school curriculum Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Geotechnical engineering Type: general – SubjectFull: National Science Foundation (U.S.) Type: general Titles: – TitleFull: Inquiry-Based Hands-On Learning Linking High School Calculus and Geotechnical Engineering. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ajmera, Beena – PersonEntity: Name: NameFull: Crary, Sarah L. – PersonEntity: Name: NameFull: Wenaas, Ryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul-Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15575276 Numbering: – Type: volume Value: 26 – Type: issue Value: 3 Titles: – TitleFull: Journal of STEM Education: Innovations & Research Type: main |
| ResultId | 1 |
