About DTEACh


Method and Philosophy


The structure of DTEACh professional development workshops is based on a teaching method that emphasizes hands-on instruction and the use of examples of common, everyday technology to provide a context for learning. In the DTEACh method, instruction in mathematics and science content culminates in open-ended problem solving through design projects. The method that our instructors use in DTEACh professional development workshops is the same method that teachers should use to bring engineering content into their own classrooms. This method consists of the following components:

  1. Hands-On Technology Exploration: A subject (e.g., structures, mechanisms, automation) is introduced to participants (teachers/students) through examples that have meaning in their lives. These examples might include toys, kitchen appliances, power tools, and common technologies. This approach both provides context for the engineering subject area and empowers participants to observe the world around them to identify other examples of science, mathematics, and engineering principles.
  2. Interactive Discussions: Delivery of the engineering content begins with a discussion of the principles illustrated by the technology examples. This approach taps participants' intuition about the examples to introduce terms and concepts that the participants may have heard. For instance, discussion of the way wind-up toys work introduces such terms as energy input and output, kinetic and potential energy, and springs. This approach leads naturally to an in-depth discussion of the science and mathematics concepts underlying the particular engineering subject area.
  3. Exploratory Labs: Directed laboratory experiments and activities allow participants to experience the engineering principles in a controlled manner. For example, participants may experiment with paper columns having different cross-sectional geometries to develop a physical understanding of how geometric parameters interact to produce the strongest structural member. This experience is crucial to success in solving design problems.
  4. Open-Ended Design Problems: At its heart, engineering is the application of science and mathematics to design solutions to problems for humanity. Providing participants design opportunities is a key component of the DTEACh method. Design projects offer a wealth of learning opportunities that are often difficult to incorporate in the classrom curriculum, such as synthesis, integration of concepts, and cause-and-effect reasoning. Additionally, opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: "Why do we need to know this?"
  5. Project Reporting: In addition to its focus on such 21st century skills as contextual learning, critical thinking and problem solving, creativity, and collaboration, DTEACh also emphasizes the importance of effective communication. An essential step in all DTEACh projects, reporting allows participants to gain experience communicating technical information by describing their design solutions and fielding questions from instructors and fellow participants.

Originally developed to teach introductory engineering concepts to elementary grade teachers, the DTEACh method has proven effective across the K-16 spectrum. DTEACh has been used as a model for high school algebra and calculus modules, as well as for several undergraduate and graduate courses at The University of Texas at Austin.

How DTEACh Relates to Kolb Model and Bloom's Taxonomy

The Kolb model describes an entire cycle around which a learning experience progresses (Kolb, 1984). The goal, therefore, is to structure learning activities that will proceed completely around this cycle, providing the maximum opportunity for full comprehension. The DTEACh method allows students to experience all four aspects of the Kolb cycle. In particular, the students begin with Concrete Experiences by manipulating common devices that embody the concepts to be studied. This leads naturally to personal Reflective Observation. Our interactive discussions are a form of Abstract Conceptualization, in which the principles the students observe first-hand are formalized. The exploratory laboratories are a form of Active Experimentation that affords the students experiences necessary to be successful at solving design problems. The cycle is completed with design challenges, another form of Concrete Experience.

Bloom's taxonomy gives six levels in which learning can occur, ranging from recitation of knowledge at the lowest level to evaluation and critique at the highest level (Krathwohl, 1964). In general, higher levels correspond to more advanced or mature learning processes. Although the DTEACh method addresses all six levels of Bloom's taxonomy to some degree, the method tends to emphasize the four higher levels. Traditional mathematics and science courses tend to focus on the Knowledge and Comprehension levels of the taxonomy, and we do not expect this to change. We believe, however, that the Applied Engineering course will enhance student performance at these levels. The DTEACh method, with its emphasis on Application of mathematics and science principles to solving problems in new situations, to troubleshoot designs or reverse engineer devices (Analysis), to Synthesize solutions to engineering problems, and to Evaluate the performance of the solutions. These are engineering problem-solving skills, and the DTEACh method is designed to emphasize this thinking process.