Participation of High School Students in Authentic Science and Engineering Experiences with a University-Based Water Research Team

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how the...

Full description

Saved in:
Bibliographic Details
Published inWater (Basel) Vol. 13; no. 13; p. 1745
Main Authors Alsultan, Jawaher, Henderson, Michelle, Feldman, Allan, Rice, Madison, Yang, Xia, Kahler, Jordin, Ergas, Sarina J., Ghebremichael, Kebreab
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.07.2021
Subjects
Authenticity
biosand filters
Classrooms
Collaboration
Curricula
Drinking water
Engineering education
Engineering research
Knowledge
Learning
Literacy
Science activities
science and engineering practices
Science education
science research
Scientists
Secondary schools
Students
Technical education
Water quality
United States > US
Online AccessGet full text

Cover

More Information
Summary:The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.
ISSN:2073-4441
2073-4441
DOI:10.3390/w13131745