Research

Youth Engineering Solutions: A Research-based Curriculum

YES both draws from and contributes to educational research.

We use design-based research methods that include multiple cycles of research, development, testing, and improvement to create high-quality materials.

• We draw from educational research to inform our work.
• Our resources are pilot-and field-tested in diverse settings nationwide.
• The YES team observes lessons, conducts focus groups and interviews with educators, collects student assessments, and reviews student work.

We also contribute to ongoing research about preK-8 engineering education. In collaboration with schools, educators, and students, we conduct research studies. YES researchers share results in journal articles for researchers and practitioners.

Recent research publications that have shaped YES and the field of engineering education include:

• Cunningham, C. M., Kelly, G. J., & Meyer, N. (2021). Affordances of engineering with English learners. Science Education. 105, 255–280. DOI: 10.1002/sce.21606
• Cunningham, C. M., Wendell, K. B., & Bauer, D. (2021). Crosscutting concepts in engineering. In Nordine, J. & Lee, O. (Eds.), Crosscutting concepts: Strengthening science and engineering learning. (pp. 311–330). Arlington, VA: National Science Teachers Association Press.
• Cunningham, C. M. (2018). Engineering in elementary STEM education: Curriculum design, instruction, learning, and assessment. New York, NY: Teachers College Press.
• Laguzza, K., Katzer, K., McDonnell, M.E., & Cunningham, C. M. (2021). Engineering in preschool: Building the bases for lifelong problem solving. Teaching Young Children. 14(2), 12–16.
• Lachapelle, C. P., Cunningham, C. M., & Oh, Y.  (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education. 41(2), 188–209. DOI: 10.1080/09500693.2018.1545101
• Cunningham, C. M., Lachapelle, C. P., & Davis, M. (2018). Engineering concepts, practices, and trajectories for early childhood education. In English, L. & Moore, T. (Eds.), Early engineering learning (pp. 135–174). New York, NY: Springer.
• Lachapelle, C. P., Cunningham, C. M., & Davis, M. (2017). Middle childhood education: Engineering concepts, practices, and trajectories. In deVries, M. J. (Ed.), Handbook of technology education (pp. 141–157). New York, NY: Springer. DOI: 10.1007/978-3-319-38889-2_23-1
• Cunningham, C. M., & Kelly, G. K. (2017). Epistemic practices of engineering for education. Science Education. 101, 486–505. DOI: 10.1002/sce.21271
• Cunningham, C. M., & Carlsen, W. S. (2014). Precollege engineering education. In N. Lederman (Ed.), Handbook of research on science education, vol II (pp. 747–758). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
• Cunningham, C. M., & Lachapelle, C. P. (2014). Designing engineering experiences to engage all students. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 117–142). Lafayette, IN: Purdue University Press.
• Lachapelle, C. P., & Cunningham, C. M. (2014). Engineering in elementary schools. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Synthesizing research, policy, and practices (pp. 61–88).Lafayette, IN: Purdue University Press.