50 Future Forwards: Exploring Frontiers in Education
economic feasibility, and social comfort will all have to be considered
before change can take place, and so we shifted the benchmarks of our
investigation. The move away from paradigms that encourage students to
become STEM graduates or close a gender gap towards one that aims to
create a science literate public helped shape the prototype implemented in
our Integrated Science Curriculum.
In order to develop curriculum aligned with creating a more scientific literate
society, our Integrated Science team generated three guiding questions to
use throughout the process to shape our Engineering Project that this paper
1. Which UN Global Problems/NAE Grand Challenges for Engineers
should our students investigate and how should we introduce them?
2. What do we want our students to learn from the process and the
curriculum being presented?
3. How should our students investigate the Global Problems/Grand
Selecting the Global Problems and Challenges
Our team used all three sources to create a unique list of topics our students
could investigate that complimented our current Integrated Science and
IB Diploma Program Courses. Currently, ASB offers DP Biology, Chemistry,
Physics, Sports, Exercise and Health Science and an Integrated Science
Program in Grade 9 and 10 that contains a trimester of the core sciences.
Because the Integrated Science courses are based on the Next Generation
Science Standards the Engineering strand naturally fit into this project
and filled that gap in our curriculum. It was essential to us that the new
curriculum not only focus on engineering, but allowed students more
insight into how reliant engineers are on specialists in the field. Solidifying
the use of mathematics and science in the development of new technology
and engineering became the first cornerstone of our unit. As a result, we
were left with the following topics.