Partnering to Develop a Coordinated Engineering Education Program Across Schools, Museum Field Trips, and Afterschool Programs

Graphical Abstract

Abstract

Engineering Explorations are curriculum modules that engage children across contexts in learning about science and engineering. We used them to leverage multiple education sectors (K–12 schools, museums, higher education, and afterschool programs) across a community to provide engineering learning experiences for youth, while increasing local teachers’ capacity to deliver high-quality engineering learning opportunities that align with school standards. Focusing on multiple partners that serve youth in the same community provides opportunities for long-term collaborations and programs developed in response to local needs.

Keywords:

• Informal Education
• Curriculum
• Engineering

Conclusion

Developing modules that include some activities designed for classroom environments and other activities designed for a field trip to an interactive science museum enables a richer learning experience for students that takes advantage of the unique resources of both schools and museums. Museums have specialized resources and materials (e.g., exhibits) that differ from the materials available in typical school settings. They are also not accountable to state and district standards. Together, this means that museums can provide STEM opportunities that are not possible in typical classrooms. However, the time that any one group of students is in a museum for a field trip is limited. In contrast, because students are in the same classroom each day, schools can provide extended opportunities for learning over several days. The series of activities in Engineering Explorations takes advantage of schools’ and museums’ structures and resources. Students who participate in the full modules have opportunities to develop ideas at a level that would be impossible in a single 50-minute lesson typical of a museum field trip program, while using the museum environment for experiences they could not have in their classroom. Combining school and field trip activities into coherent learning experiences addresses the challenge of bringing high-quality engineering education into K–12 classrooms and allows for rich learning experiences across multiple contexts.

Acknowledgments

This material is based upon work supported by the National Science Foundation (grant EEC-1824858; EEC-1824859).

Notes on contributors section

Danielle B. Harlow ([email protected]) is professor of science education at the University of California, Santa Barbara in Santa Barbara, California.

Ron Skinner ([email protected]) is the director of education at MOXI, The Wolf Museum of Exploration + Innovation, in Santa Barbara, California.

Tarah Connolly ([email protected]) is the curriculum specialist at MOXI, The Wolf Museum of Exploration + Innovation, in Santa Barbara, California.

Alexandria Muller ([email protected]) is a graduate student researcher at the University of California, Santa Barbara in Santa Barbara, California.

Additional information

Notes on contributors

Danielle B. Harlow

Danielle B. Harlow ([email protected]) is professor of science education at the University of California, Santa Barbara in Santa Barbara, California.

Ron Skinner

Ron Skinner ([email protected]) is the director of education at MOXI, The Wolf Museum of Exploration + Innovation, in Santa Barbara, California.

Tarah Connolly

Tarah Connolly ([email protected]) is the curriculum specialist at MOXI, The Wolf Museum of Exploration + Innovation, in Santa Barbara, California.

Alexandria Muller

Alexandria Muller ([email protected]) is a graduate student researcher at the University of California, Santa Barbara in Santa Barbara, California.