KILUVU

Teaching engineering concepts to elementary students can be a challenge. The staff at Charles R. Drew begins with using age-appropriate vocabulary, scaffolded learning, and kinesthetic learning. "I think about teaching these concepts as though the students and I speak two different languages, and I must translate," says Courtney Bryant, Charles R. Drew's engineering design teacher. "I start by sharing very basic information on a topic in rather simplistic language, and then I let them experience it on their own to learn more. . . I introduce more complicated language as they navigate through the learning process."

Science and engineering share many of the same practices, however, they are fundamentally different fields with different pursuits and processes. Scientists typically seek multiple strands of evidence to support or refute claims about the natural world, while engineers use an iterative problem solving process to meet specific, often human-related, needs. Tensions between these two fields can make it difficult to integrate engineering into the science classroom, but simple strategies can help teachers use engineering design as an inclusive way to teach science concepts.

"Across the Western hemisphere, it is not hard to find 3D printer manufacturers or distributors specializing in education products and services supplying 3D printers and ancillary products. Neither is it difficult to find inspiring student stories within this geographical region of how 3D printing has transformed their learning experience and inspired them to create original and well-thought through applications of the technology. This is all very positive momentum… but there’s something really important missing.

One vital group within the education equation gets frequently overlooked — the teachers. The people that are directly tasked with preparing students — our children — for the modern workplace. There are fantastic teaching pioneers out on the frontline, excited by 3D printing themselves, and transmitting this passion into their classrooms. Moreover, increasing numbers of schools are buying into 3D technology for the classroom and the potential for facilitating learning activities across the curriculum.

But for teachers, there has to be a purpose behind the potential. Where do they go to find that purpose, particularly if they are not familiar with the 3D printing ecosystem themselves; which, let’s face it, many of them will not be?"