The purpose of the research reported here was to determine the impact learning the engineering design process (EDP) would have on the critical thinking skills of high school physics students. An EDP unit was conducted with 5 classes of high school physics students in grades 10-12 over 1 month. The EDP unit's curriculum allowed for the gradual release of responsibility as students became more familiar with the EDP and more consistent in using it. The six steps used in this EDP unit were Ask, Imagine, Plan, Create, Test, and Improve. The Watson-Glaser Critical Thinking Appraisal was given as a pre- and post-test to measure the growth in critical thinking skills. By measured standards, qualitative analysis and observation, students showed an increase in critical thinking skills and in confidence to use them.
College and Department
Ira A. Fulton College of Engineering and Technology; Technology
BYU ScholarsArchive Citation
Ure, Heather, "The Effect of the Engineering Design Process on the Critical Thinking Skills of High School Students" (2012). Theses and Dissertations. 3089.
active learning, critical thinking, critical thinking skills, EDP, engineering design process, engineering education high school, Heather Ure, high school, inquiry, problem based learning, students, Watson-Glaser Critical Thinking Appraisal
Technology Engineering Education (TEE)