N Huda, J Richards, L Rahman, S Syed
Why has the caesarean rate increased dramatically in Bangladesh?
International nursing review
internationally growing concern developing stem education prepare students scientifically technologically advanced society despite educational bodies lobbying increased focus stem limited research engineering might incorporated especially elementary school curriculum framework five comprehensive core engineering design processes problem scoping idea generation design construction design evaluation redesign adapted literature design thinking young children served basis study report qualitative study fourthgrade students developments working aerospace problem took place first year 3year longitudinal study students applied design processes together mathematics science knowledge design redesign 3d model plane study shows aerospace engineering problem students could complete initial designs redesigns model plane varying levels sophistication three levels increasing sophistication students sketches identified designs redesigns second level prevalent involving drawings templates planes together indication fold materials well measurements linked planes construction third level incorporated written instructions calculations students engagement frameworks design processes revealed problem scoping components initial designs redesigns furthermore students recommendations improving launching techniques revealed ability apply mathematics knowledge conjunction science learning forces flight students addition context evident together awareness constraints consideration feasible design creation interestingly students application disciplinary knowledge occurred frequently last two phases engineering framework ie design evaluation redesign highlighting need students reach final phases enable science mathematics ideas emerge study supports research indicating young learners potential early engineering students engage design redesign processes applying stem disciplinary knowledge appropriate balance needed teacher input new concepts students application learning ways choose example scaffolding teacher improve designs increased detail could included subsequent experiences input could enhance students application stem disciplinary knowledge redesign process offer framework design processes younger learners one way approach early engineering education respect creation rich problem experiences analysis learning