The Mindset of an Engineer
By Allie Laird
Engineering and science are deeply integrated within the Lower School curriculum at Saint David ’ s . As boys deepen their knowledge of scientific concepts , they are also exploring new ways of thinking . Working through engineering tasks builds many of the same cognitive skills used in the laboratory sciences . These skills include problem solving through trial and error , collaboration , and perseverance . Children have a natural desire to build and take things apart to discover how they work , and we are able to take advantage of this curiosity while helping them enter the mindset of an engineer .
In the earliest grades , boys are encouraged to approach engineering in an exploratory manner . This allows them to observe , practice , and play without the pressure of completing a specific goal . As they get older , boys are tasked with more goal-oriented challenges , which gives them many opportunities to learn through trial and error , all while building their frustration tolerance and their acceptance of failure as a part of the engineering process . The Lower School engineering model is divided into two branches , each with similar overarching goals , but different in their application . Boys develop more intentional approaches to structural engineering , and they also tackle early concepts of computer programming and robotics .
In the realm of structural engineering , the youngest boys engage in building-based play within their science classes and in their homerooms . Using a variety of materials such as Magna-Tiles , wooden blocks , Kinex , and LEGO , boys begin to understand the basic rules of making structures stable . In addition , they start to recognize the need to build differently , learning from mistakes after a collapse . Boys also begin to participate in one-day challenges using these and other materials , allowing them to practice their problem-solving skills . Varying the materials used in these challenges increases the boys ’ flexibility of thinking , guiding them to find common structural concepts that span across different building media . In Alpha , boys attempt to build the tallest tower they can using apple slices and toothpicks , learning about what shapes make the most stable bases . In a “ Floor Is Lava ” challenge , kindergartners
When specific challenges and movement patterns are introduced with the Beebots in Kindergarten , students have more opportunities to practice trial and error and perseverance through initial failure . design a structure to keep as many counting bears off the table ’ s surface as possible , but they are limited to only using three plastic cups and five popsicle sticks . First graders dive into the design of less static systems , exploring cause and effect relationships through creating domino chains and marble tracks . Throughout all of these activities , boys are continuously encouraged to persevere through initial failure and learn from their peers .
Beginning in second grade , students participate in multi-class engineering challenges with more specific goals . This allows for an exponential increase in the complexity of the designs they create , but it also increases the stakes for the boys in terms of wanting to succeed . In order to help them through this transition , we formally introduce the engineering cycle , the iterative process that working engineers use to solve problems . This is also where planning and blueprinting skills are more explicitly taught . Second graders first encounter this cycle in the context of a cardboard engineering challenge , spanning multiple weeks . Teams of students are tasked with completing a functional cardboard structure that falls within given challenge parameters . Some challenges from
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