HISTORICAL INVENTION KITS: A COMPARISON OF THE ACHIEVEMENT GAINS OF HIGH PERFORMING AND LOW PERFORMING 7TH GRADE STUDENTS IN RURAL TEXAS

This proposal will examine the impact of implementing a new curriculum unit that emphasizes engineering at the 7th grade level in a rural school district in Texas, US. The curriculum for the current project was developed with NSF (National Science Foundation) ITEST (Innovative Technology Experiences for Students and Teachers) funding (NSF, 1510289). The curriculum for this project was developed around critical historical inventions in US history. An example of an early invention is the solenoid. A solenoid is a coil of wire usually in cylindrical form that when carrying a current acts like a magnet so that a movable core is drawn into the coil when a current flows and that is used especially as a switch or control for a mechanical device (such as a valve). The current study seeks to determine if the curriculum is appropriate for both high performing and low performing students.

The Solenoid Invention Kit curriculum (http://www.maketolearn.org/) developed through ITEST funding contains five lab activities, two make activities, and one invent activity. These lessons are scaffolded to lead the learners from a baseline toward full mastery of the content and processes involved. Each lab activity is guided by essential questions and teaches key concepts and skills which are put to use in the make activities. The culmination of the unit is the invent activity, where all previous learning is put to use in a new and creative way.

Research Questions
1. Do the end-of-unit achievement gain scores differ between high achieving 7th grade students and low 7th grade students participating in the solenoid instructional unit?
2. Is there a difference between high achieving 7th grade students and low 7th grade students in interest in attitudes towards STEM as measured by the Stem Semantic Survey after participating in the solenoid unit of instruction?

We will use ANOVA-Repeated measures to determine if the new instructional unit is an appropriate curriculum option for both high performing and low performing students. The implications of the findings and dissemination opportunities will be discussed.