2024 Volume 64 Issue 3 Pages 221-235
Problems in the problem-solving process can be found in reviewing experimental plans with the aim of enhancing the experiments’ effectiveness as well as reviewing the discussion in the experiments in elementary school science. One strategy to solve these pointed issues could be to apply the engineering design process (EDP) used in STEM education in Tennessee, USA, step by step in each grade. In this study, we analyzed the characteristics of EDP in teaching materials from Kindergarten to Grade Five in Tennessee, focusing on their developmental stages. The results of our analyses revealed the following three points: first, each of the final stages of EDP differs according to grades in STEM education in Tennessee; second, EDP is consistent with the problem-solving process of identifying a problem and drawing conclusions through observation and experimentation; third, the “Improve” stage of EDP is intended to create a better design based on experimental results, and, further, foster such reflections as whether the new design actually works better. In Japan, when the “Improve” stage of EDP is introduced into the problem-solving process in elementary science lessons in stages according to the progression of each grade, pupils might be able to revise two points in the problem-solving process: better modification of experimental methods and, moreover, better modification of their own ideas, which will lead pupils to have better ideas of their own. This suggests that the introduction of a step-by-step process of EDP, with the “Improve” stage, into elementary Science lessons in Japan can help improve pupils’ experimental design and problem-solving skills while fostering reflection and improvement.
