Abstract
Incorporating engineering design activities into education has the potential to transform learning and students' educational experiences. However, when teachers implement engineering design without asking purposeful questions to focus students' attention, students tend to focus on the task but miss out on the intended learning of underlying science and math concepts. This research brief provides practical examples of questions teachers can use to focus student attention during engineering design activities.
Document Type
Brief
DOI
10.5703/1288284318506
Recommended Citation
Kent-Schneider, Isaiah, "More than a Design Task: How Questions Shape Student Attention and Learning" (2026). Indiana STEM Education Conference. 7.
https://docs.lib.purdue.edu/instemed/2026/briefs/7
Included in
Engineering Education Commons, Science and Mathematics Education Commons, Science and Technology Studies Commons
More than a Design Task: How Questions Shape Student Attention and Learning
Incorporating engineering design activities into education has the potential to transform learning and students' educational experiences. However, when teachers implement engineering design without asking purposeful questions to focus students' attention, students tend to focus on the task but miss out on the intended learning of underlying science and math concepts. This research brief provides practical examples of questions teachers can use to focus student attention during engineering design activities.