Building pre-college STEM with Axiomatic Design

Miller, Shaniqua

Student Work

Building pre-college STEM with Axiomatic Design

Public Deposited

This paper aims to integrate Axiomatic Design (AD) principles into K-12 education while focusing on the potential benefits it has on pre-college STEM students. The reasoning for this study stems from the growing importance of design education in the K-12 education system and the need to equip students with essential problem-solving skills and increase their creativity and innovation. A review of existing literature on the teaching of design theory and methods in K-12 education reveals the gaps in the integration of Axiomatic Design principles and limited research on its effectiveness for pre-college STEM students. This study proposed an approach to Axiomatic Design applying interactive and hands-on teaching strategies made for K-12 students to enhance their understanding and application of design principles. By utilizing a literature review methodology, the study explores existing research on AD education in K-12 and assesses the effectiveness of multiple instructional approaches used to teach AD to pre-college STEM students. The findings highlight the potential value of integrating Axiomatic Design principles into K-12 education, with positive impacts on student learning outcomes and teacher practices. Moreover, the discussion examines the implications of the findings, emphasizing the importance of AD education in promoting students’ problem-solving abilities and preparing them for future STEM endeavors. In conclusion, this paper emphasizes the importance of integrating AD principles into K -12 education and offers recommendations for enhancing design education in a pre-college STEM setting to then equip students better for the challenges of the modern world.

This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.

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