Simply put, learners excel at what interest them. The challenge then is to match learner interests with standards-based curricula in compelling, engaging, and meaningful ways. To help meet these 21st Century needs of learners, Next Generation Science Standards (NGSS) have embedded traditional science content topics (e.g. light waves, motion, energy) into authentic learning experiences which challenge them to solve real world problems. Ideally, these learning experiences require them to interact with, use, and master digital tools, such as growing 3D models from CAD software. Imagine, middle school learners interacting with naval engineers working on radar assemblies in working on-board USS Ronald Reagan – then reproducing those in the classroom!
What do lasers, radiant energy, Northrup Grumman, Inc., and the James Webb Space Telescope have in common? The answer is waves – light waves, microwaves, x-rays, and gamma waves. In fact, the newly developed James Webb Space Telescope – the replacement for the Hubble – uses lasers (light waves) as a time machine to peer back in time to the big bang. Emerging classroom technologies will allow learners to have the opportunity to make videos, skype with other engineering classes and real engineers, and even take virtual trips into outer space – as the explore these physical science topics! Such experiences will ultimately drive our learners to engage more, experience more, investigate more, and ultimately understand more.
Skyping and 3D printing are just a few technical solutions finding their way into today’s science and engineering classrooms. Observing these classrooms, visitors might also see makerspaces gamification, augmented and virtual realities, coding, artificial intelligence, robots, drones, and even wearable technology! What do these emerging trends look like in practice? Science and engineering are about solving problems and creating solutions. Design projects help learners develop analytical and critical thinking skills, not to mention a host of process skills (e.g. measurements, charting, drawing, graphing, etc.). Scientists begin by asking the questions and then by defining the problems which help them clarify and refine their research and design. The number of different design solutions is limited only by the learners’ creativity and problem solving. The learners learning styles and preferences, backgrounds, and interests will influence his/her design. The net result is learners master the subject matter through the design (and build) process.
So do we meet these evolving needs of modern learners? Today more than ever, we need to guide learners through rigorous authentic investigations, including data collection and data analytics. Combine conclusions with emerging classroom technologies and the result is both engaging and fun! The objective of this project-based learning is to provide learners with the opportunity to demonstrate their ability to identify, analyze, and apply science and engineering content. Design projects help learners develop analytical and critical thinking skills, not to mention a host of process skills (e.g. measurements, charting, drawing, graphing, etc.).
Place-Based Learning 