Advances in Engineering Education - Summer 2012 - Use of an Authentic, Industrially Situated Virtual Laboratory Project to Address Engineering Design and Scientific Inquiry in High Schools

Oct 15, 2026

Uploaded by Rizky

A study for engineering educators and high school curriculum designers evaluates an authentic, project-based learning model implemented in five high schools. The Virtual Chemical Vapor Deposition (CVD) Laboratory Project uses a virtual system that simulates an industrial integrated-circuits manufacturing process. Students integrate science knowledge with experimentation, analysis, reflection, and iteration to solve engineering tasks. Reported outcomes include increased motivation, improved epistemological beliefs, enhanced cognition through knowledge integration and engineering design strategies, and teacher-relevant assessment insights, along with discussion of adoption barriers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages32

Reading Time1 h 21 min

AccessFree to download

Introduction

Virtual CVD Laboratory Project Overview

Alignment with Benchmarks and Standards

References and Implementation Context

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | SUMMER 2012 Use of an Authentic, Industrially Situated Virtual Laboratory Project to Address Engineering Design and Scientiﬁc Inquiry in High Schools DEBRA M. GILBUENA Oregon State University Corvallis, OR F. ADAM KIRSCH Crescent Valley High School Corvallis, OR and MILO D. KORETSKY Oregon State University Corvallis, OR ABSTRACT This paper is intended for engineering educators, high school curriculum designers, and highschool teachers interested in integrating authentic, project-based learning experiences into their classes. These types of projects may appear complex, but have many advantages. We characterize the successful implementation of one such project, the Virtual Chemical Vapor Deposition (CVD) Laboratory Project, in ﬁve high schools. Central to the project is a virtual laboratory that simulatesa manufacturing process in the integrated circuits industry. It provides opportunities for students to develop and reﬁ ne solutions to an authentic engineering task through integration of science knowledge, experimentation, analysis, reﬂection, and iteration. The ﬂexibility in instructional design and the robust, no-cost access enables versatility. The authenticity of the project is shown both to motivate students and develop their epistemological beliefs. The project is also shown to promote student cognition through knowledge integration, engineering design strategies, and evaluation andreﬂection. In addition, the project allows for teacher assessment of students’ progress towards this type of cognition and enables them to identify opportunities to modify their instructional design to promote learning. Finally, we discuss potential barriers to adoption. Keywords: Knowledge Integration, Project-Based Learning, Virtual Laboratory, High School, Experimental Design SUMMER 2012 1 ADVANCES IN ENGINEERING EDUCATION Use of an Authentic, Industrially Situated Virtual Laboratory Project to Address Engineering Design and Scientiﬁc Inquiry in High Schools INTRODUCTION Over the last seven years we have developed, implemented and been assessing the Virtual Chemical Vapor Deposition (CVD) Laboratory Project [1–3] . Since 2008, more than 600 high school students have completed this project in 26 cumulative classes at 5 high schools. We employ technology to simulate a complex industrial process that would not be accessible to students in a conventional laboratory environment and allows future engineers to practice the skills they will need in industry, in much the same way a ﬂight simulator is used for training pilots. The Virtual CVD Laboratory Project was developed as a capstone experience for university engineering students. However, we recognized that, with appropriate curriculum modiﬁcation, this project could ﬁll a critical need atthe high school level. This paper discusses the adaptation of the Virtual CVD Laboratory project atthe high school level. Informed by research on student learning, the American Association for the Advancement of Science (AAAS), in its Benchmarks for Science Literacy-Project 2061, describes the need for fundamental shifts away from rote learning and content knowledge, and the necessity for transitioning to pedagogical approaches that emphasize process, critical thinking, and problem solving within multiple contexts [4] . This group also stresses the need for all students to obtain scientiﬁc literacy. Such emphasis is reinforced by the National Science Education Standards (NSES) with the call fora “step beyond ‘science as a process’” [5] . Engineering can provide a particularly powerful context to meet these goals through the integration of math, science and technology coupled with the development of problem solving and design skills. The ideals communicated in Benchmarks and the NSES continue to drive curricular reform. Fifteen states now have explici

FAQs

What is the Virtual CVD Laboratory Project designed to simulate for high school students?

It simulates an industrial manufacturing process for integrated circuits, providing an authentic engineering context that a conventional lab environment would not make accessible.

How does the project support student learning activities?

It enables students to integrate science knowledge with experimentation, analysis, reflection, and iteration to develop and refine solutions to an engineering task.

Which outcomes does the paper report about the project’s effectiveness?

It reports student motivation, stronger epistemological beliefs, improved cognition through knowledge integration and engineering design strategies, and teacher assessment of students’ progress toward this kind of cognition.

Oct 15, 2026

Uploaded by Rizky