Inquiry-Based Hands-On Learning Linking High School Calculus and Geotechnical Engineering

Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org

Y

10

National Science Foundation (NSF)

1953102
2224135

STEM Education; Calculus; High School Students; Relevance (Education); Student Interests; Experiential Learning; Program Effectiveness; Academic Achievement; Civil Engineering; Advanced Placement; Student Characteristics; Student Attitudes

10.63504/jstem.v26i3.2729

1526-2367
1557-5284

Introduction of science, technology, engineering, and mathematics (STEM) experiences to students exposes them to a variety of future career options while teaching them critical thinking and problem-solving skills. In many calculus classes, students feel that the material they are learning is abstract and not related to the real world. As a result, they lose interest, becoming less likely to pursue careers in professions that require calculus for their degrees. This study presents a high school curriculum unit that connects mathematical ideas to real life problems in geotechnical engineering to create a stronger connection between concepts. Specifically, in the high school curriculum unit created, slope failures are used to teach different integration methods to boost student engagement and enhance student interest and understanding. Through the discovery learning opportunities presented, junior and senior students were able to take charge while having ownership over their learning. The developed lesson plans were implemented in calculus classrooms at [High School] in [City], [State]. The classroom teacher found students appreciated the hands-on activity in a class that is usually largely lecture focused. Additionally, anecdotal evidence suggested that students developed stronger connections with the material allowing them to form a memory landmark, increasing their ability to recall it later in the academic year. Additionally, the instructor observed an increase in student performance on the Advanced Placement (AP) exam after the implementation of the new curriculum module. Results of a six-question Likert scale survey administered to 34 students in the class that implemented the lesson plans developed in this paper indicated a greater interest in learning about STEM topics and disciplines than about civil engineering. Additionally, there was also a greater interest in pursuing a career in STEM fields than in civil engineering.

As Provided

2025

EJ1485797