An experimental study of Engineering-Science-Mathematics Approach in elementary engineering and science education

Abstract

A learning model of Engineering-Science-Mathematics Approach (ESMA) is designed and experimented for engineering pre-college outreach to K-6 students and teachers. It is evidenced that the learning efficiency and outcome are significantly higher than traditional learning approach of Mathematics-Science-Engineering at college level. This design utilizes the minimum resources of engineering and science specialists in school district and materials available on the market. The ESMA model can be applied to a wide audience with trained in-school science teachers. The study shows that K-6 is the optimal age period for engineering pre-college outreach.