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] |
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| Database: | Education Research Complete |
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