The Engineering Design Process is a general framework with a series of steps that engineers follow when they are trying to solve a problem and design a solution for something.Engineering design creates our day-to-day, from the technologies that support our health, to communication, transportation, living environments and entertainment.
Students will learn how to transform science research into technological applications and how to apply the Engineering Design Process while working on various pre-designed challenges in the fields of aeronautics, electrical, mechanical, marine, electronic engineering and robotics.
Some of the our engineering design challenges: hydraulic arms, handheld vacuum cleaner, water rockets, solar powered (B.E.A.M) bots, obstacle avoiding Arduino robot etc.
As our world becomes more and more complex, this approach to problem solving will also teach future job seekers to address unexpected situations.
RRI has been introduced in the engineering challenges (courses) content following:
IDEA 2: RRI CHALLENGES THE METHODOLOGIES TO BE USED IN STEM EDUCATION
The steps of Engineering Design Process (EDP), that is used in this program, involve the students in real-world engineering experiences and allow them to learn more about the engineers work. Following an introductory activity presenting the problem and its context, students are invited with the help of teachers to use their acquired scientific knowledge in order to design, synthesize solutions, test and improve the final design of a hands-on model.
IDEA 6: GENDER IS AN ISSUE IN STEM TEACHING
Timely introduction to engineering can encourage many capable students, especially girls to overcome the stereotypes that may have on this field and they consider engineering as a career and boost their interest for science and math courses in high school. Reducing the gender gap in STEM education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation.
IDEA 7: INCLUSION IS A DRIVING FORCE FOR STEM LEARNING All challenges have been designed to promote inclusion of gender, socio-economic and geographical differences. All participating target groups were evenly selected from rural, urban, island areas of the different EU countries. Results suggest that using engineering materials can narrow the achievement gap among children from various socioeconomic backgrounds.
Engineering challenges (courses) content are based on the following innovative educational methodologies:
Engineering Design Process (EDP) was used as learning methodology applied for secondary students. It was observed that hands-on model building increases young peoples knowledge, interest and skills. Engineering challenges are designed to allow for engagement at different levels of ability and learning contexts (formal-informal), and the materials are designed to support teacher/students science knowledge, the learning of problem solving (inquiry-based learning) and how students will use the scientific knowledge in order to solve a problem.