At the same time, concerns have emerged regarding
the equitable representation of the four disciplines in
integrated approaches (e.g., English 2015; Moore et al.
2014). In particular, mathematics as well as engineering
appears in need of increased recognition. As Honey et
al. (2014) pointed out, the potential for STEM integration
in advancing mathematics learning is less apparent
than for science; even engineering-based problems tend
to be oriented largely towards the science strand at the
expense of mathematics (Honey et al. 2014; Walkington
et al. 2014).
The challenge then is how to achieve a more balanced
content representation in STEM education. International
research is presently limited on how we might effectively
attain this goal and promote more connected learning especially
in the elementary grades. One promising approach
is through engineering design, which is being
viewed in a broader and more inclusive light in the NGSS
although the emphasis is naturally on its contribution to
science education (National Academies Press 2013).
We focus on engineering design as a core link in the
problem addressed in this article, namely, the Aerospace
Engineering Challenge, as described in the “Methods” section.
The problem was conducted during the first year of
a longitudinal study on developmental engineering education
across grades 4–6. Drawing upon students’ learning
in their mathematics, science, and technology curricula,
our research program developed problems involving the
design of 3-D models that are constructed, tested, redesigned,
and further tested in generating final products that
meet given criteria and constraints.
The present problem was housed within an aerodynamics
engineering context, with such a context
affording numerous opportunities for interdisciplinary
learning (Wright 2006). The mathematics content focused
on measurement (including linear, time, speed)
and geometry (location, direction, shape, and transformation
of shapes), while the science component addressed
forces and how they act on objects. Generating design
ideas that match constraints and communicating design
through a 3-D model addressed the technology content
and also contributed to the engineering component. Of
particular interest was the students’ learning and application
of engineering design processes, together with
disciplinary knowledge, as they designed, tested, and
redesigned a model of a paper airplane that would be
airborne for as long as possible. To this end, we investigated
the following research questions:
1. What was the nature of students’ initial designs and
design processes?
2. What were the students’ recommendations for
improving their approaches to launching their
planes?