Tech Directions - March 2009 - (Page 4) technically speaking Susanne Peckham susanne@techdirections.com A recent press release from Purdue University validates the hands-on approach to learning that is a basic part of the technology and career/technical education fields. It describes a study conducted by Purdue researchers that finds that the best way to get a wide range of students interested in—and to help them succeed in—engineering and technology involves focusing less on textbooks and more on interactive, problem-solving design projects. The study, conducted at a rural, racially diverse Indiana middle school, aimed to determine whether participating in hands-on design modules helps students learn more, and if the effectiveness differs depending on such factors as gender, race/ethnicity, and socioeconomic class. (Nearly 30% of the school’s population is ethnically diverse, and 57% of the total student population receives free or reduced-price lunches.) The research was conducted with 126 8th-graders studying human impacts on water and water quality. Half were taught using only traditional methods—textbook readings, lectures, and tests—and the other half were charged with building a water purification device that demonstrated the concepts studied. Both groups used the same textbook, but less than 10% of class time in the project design group went to lecture-based instruction. To evaluate students’ knowledge of the subject, both groups were tested before engaging in the water unit. Students were tested again at the conclusion of the unit to assess how well they learned the concepts presented. The results showed that the students who built the purification device had higher scores and a much higher degree of improvement than the traditionally taught students in both true/false and open-ended-question testing. “In every area we tested, the students who were involved in a hands-on project learned more and demonstrated a deeper understanding of the issues than the traditional group,” said Melissa Dark, assistant dean for strategic planning in Purdue’s College of Technology. “This is a significant finding because it proves that with some students—especially groups traditionally underrepresented in science and engineering—the book-and-lecture format may not be the best way to engage students in learning.” Dark added that while all students in the design group made gains, they were especially significant with students whose native language isn’t English—an important finding, given the increasing numbers of English-language learners in many school systems. As acknowledged by many of today’s leaders, getting students interested in STEM fields of study and careers— and helping them succeed in those areas—is of vital importance to America’s future security and prosperity. And here, once again, we see evidence that the minds-on plus hands-on approach used in technology and career-technical education is very often the best way to go. A Prakken Publications Magazine Digital Tech Directions (ISSN 1940-3100) is published monthly, except June and July, by Prakken Publications, Inc., 832 Phoenix Drive, Ann Arbor, MI 48108. Executive, editorial, and advertising offices are at PO Box 8623, Ann Arbor, MI 48107-8623, telephone 734-975-2800; fax 734-975-2787. Vol. 68, No. 8. Board of Directors Turalee A. Barlow, George F. Kennedy, Janice E. Knope, Susanne Peckham Publisher George F. Kennedy Assistant Publisher & Business Mgr. Turalee A. 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Vanessa Revelli, vanessa@techdirections. com, 800-530-9673 x217 EDITORIAL ADVISORY BOARD Michael Fitzgerald, Technology Education Specialist, Office of Career and Technical Education, Indiana Dept. of Education, Indianapolis, IN Paul Koontz, President, Denford Inc., Medina, OH Ed Prevatt, School Specialist, National Center for Construction Education and Research, Gainesville, FL John Roccanova, Technology Education, Webutuck Central School, Amenia, NY Mark Schwendau, Technology Instructor, Kishwaukee College, Malta, IL Kendall N. Starkweather, Executive Director,International Technology Education Association, Reston, VA PEER REVIEW BOARD Gregory G. Belcher, Ph.D., Asst. Professor, Technical Teacher Education, Pittsburg State University, KS Daniel M. Claiborne, Ph.D., Chair, Department of Industrial and Engineering Technology, Murray State University, KY Sam Cotton, Ph.D., Asst. Professor, Ball State University, Muncie, IN Ronald F. Gonzales, Ph.D., ASE, Program Chair, Technology Teacher Education Professor, Brigham Young University, UT Clarke Homoly, Ed.D., Assoc. Professor, Dept. of Aviation, University of Central Missouri, Warrensburg Robert T. Howell, Ph.D., Asst. Professor, Technology Studies, Fort Hays State University, KS Robert D. Mordini, Ed.D., Asst. Professor, Technology Studies, Fort Hays State University, KS Richard Phillips, Ed.D., Division Chair, Technologies Division, Mountain Empire Community College, VA Joseph Scarcella, Ph.D., Professor of Education, California State University, San Bernadino Mark S. Schwendau, M.S., Technology Instructor, Kishwaukee College, Malta, IL Bert Siebold, Ph.D., Professor, Department of Industrial & Engineering Technology, Murray State University, KY Chris Zirkle, Ph.D., Asst. Professor, College of Education, Ohio State University, Columbus, OH Subscriptions: individuals: $30 per year; $55 two years; Canadian and foreign: add $10 per year. Canadian GST #R126213487. 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