Scaffolding Strategies For Integrating Engineering Design and Scientific Inquiry in Project-Based Learning Environments

Abstract

Project- and Problem-Based Learning are instructional methods that, although not identical, have been used to support learning skills in scientific inquiry and concepts in science, engineering and technology via the investigation of questions, solving of problems, and completion of projects that can sometimes involve design challenges. This chapter describes some of the unique capabilities related to using design tasks in project-based learning environments, and some challenges and controversies associated with using these approaches in K-16 classrooms. One controversy involves a dilemma of teaching (Wiggins & McTighe, 2005) that educators face when implementing project-based tasks: when to use direct instruction and when to opt for constructivist approaches.