Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks - Summer 2012 - Paper

Oct 15, 2026

Uploaded by Terk

The paper argues that project-based active learning is central to effective engineering education at the middle school level. It describes one project drawn from a comprehensive curriculum created by the authors to demonstrate how active learning can align with state framework expectations. The work presents a learning and assessment foundation tailored for project-based instruction, considers the distinct needs of middle school students, and concludes that project-based active learning is integral to successful engineering programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Engineering in the Andover Public School district

Curriculum structure by grade level

Motivation for middle school engineering programs

Engineering and active learning

Constructivism in project-based engineering

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | SUMMER 2012 Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks STEVEN D. COGGER Reading Memorial High School Reading, Massachusetts and DANIEL H. MILEY West Middle School Andover, Massachusetts ABSTRACT This paper proposes that project-based active learning is a key part of engineering education atthe middle school level. One project from a comprehensive middle school engineering curriculum developed by the authors is described to show how active learning and state frameworks can coexist. The theoretical basis for learning and assessment in a project-based curriculum is presented as a more favorable approach to teaching engineering in middle school. We address the unique issues of middle school students and how they engage the engineering process. We conclude that project-based active learning is integral in a successful engineering education program for middle school students. Keywords: middle school engineering, project-based learning, state engineering frameworks INTRODUCTION The Andover Public School district started teaching engineering as a stand-alone curriculum in one middle school in 2005. Due to the success of the pilot curriculum the program was implemented sequentially in the town’s other two middle schools starting in 2007 and 2008. Engineering is a one-quarter (9-week) course that all students take in 6th, 7th, and 8th grades as part of their exploratory rotation with art, music, and health. The engineering program is popular with the students and SUMMER 2012 1 ADVANCES IN ENGINEERING EDUCATION Model Wind Turbine Design in a Project-Based Middle School Engineering Curriculum Built on State Frameworks has been supported by parents and the community. The curriculum is designed to provide enjoyable, challenging, and hands-on learning experiences for students that allow them to apply their science and mathematics knowledge to the theory and methods they learn in engineering. We have developed a hands-on, project-based curriculum with explicit ties to the state frameworks. The Massachusetts Middle School Technology/Engineering Framework [1] represents about 25% of the content in the 8th grade Science and Technology/Engineering test of the Massachusetts Comprehensive Assessment System (MCAS) . We have taken an approach to build the standards into a project-based curriculum instead of engaging in transmissive teaching of the framework content. The different projects are designed for each grade level to match the cognitive ability of the students with their knowledge and practice of engineering skills and concepts. “Engineering: You can do it!” is the theme of the 6th grade curriculum. We start with relatively simple projects where students are introduced to engineering and start to build the foundations of an active, project-based classroom. In 7th grade the theme is “Engineering a Better World”. This theme focuses on issues of energy and environment with two design projects: Wind Turbines and Solar Powered Boats. Our theme for 8th grade is “A Major Design Project”. By the 8th grade the students have had over 60 classroom hours of engineering, so we challenge them with a project where they design and build a radio-controlled vehicle to accomplish a mission that they define. Stand-alone engineering programs at the middle school level are rare, despite the calls for increased STEM education [2–3], due to a shortage of teachers trained to teach engineering [4], and the perceived time constraints in the existing curriculum [5] . Without exposure to engineering, students are missing the opportunity to learn a vital set of 21st century skills including creativity, the ability to solve problems with unknown outcomes, risk taking, and ﬁnding success in failure. Engineering as a discipline and as a pedagogical p

FAQs

What is the main argument about engineering education at the middle school level?

Project-based active learning is presented as a key component for teaching engineering to middle school students effectively.

How does the curriculum connect to state engineering frameworks?

It builds the standards into project-based work rather than relying on transmissive teaching of framework content, aligning projects with each grade’s ability level.

What kinds of projects are used across the 6th, 7th, and 8th grades?

The 6th grade uses simple introductory projects under the theme “Engineering: You can do it!”, the 7th grade focuses on energy and environment with wind turbines and solar-powered boats, and the 8th grade culminates in a major design project with a student-defined mission using a radio-controlled vehicle.

Oct 15, 2026

Uploaded by Terk