Abstract

This article reports pretest and posttest results of the infusion of engineering principles and design into an existing ninth-grade integrated science class. The results indicated that more knowledge of engineering makes attitudes of high school students more favorable toward engineering. The results of infusing engineering topics into an existing science curriculum were also compared with an earlier study of a formal 3-week engineering unit taught to ninth-grade students in another high school. The results of that comparison indicated that a formal unit on engineering was more successful in improving student attitudes toward engineering than the infusion of engineering topics into an existing science unit. The article also presents information on a capstone engineering course for preservice and in-service science and mathematics teachers. That course was designed with collaboration from the colleges of engineering and education with the goal of increasing the interest of high school students in careers in engineering.