About the Group
The SLED project officially ended on August 31, 2019. This site will continue to be available to individuals and organizations that are interested in SLED and its curricular materials. New updates will be limited.
SLED, Science Learning through Engineering Design, is a National Science Foundation Math Science Partnership project of Purdue University, regional businesses, and participating school districts in Indiana. The original project partners included Purdue’s Colleges of Education, Engineering, Science, and the Purdue Polytechnic; the Discovery Learning Research Center; and the Lafayette, Tippecanoe, Plymouth, and Taylor Community schools. The project has expanded to include teachers and classrooms in schools throughout the State of Indiana (see list).
The goal of the SLED partnership is to improve science learning in grades 3-6 through the integration of an engineering design-based approach to science learning in the targeted grades. The project achieves this goal by preparing teachers and prospective teachers to utilize engineering design as a way to teach inquiry-based science in the classroom, adapting and creating curricular materials that support the teaching of elementary science through design, and gathering evidence of outcomes that contributes to a better understanding of how teachers teach using design and how students learn science through design-based activities.
The partnership involves teachers and administrators in the participating schools, teacher educators, university scientists and engineers, and community partners all working together to improve students’ learning.
If you are a teacher or school administrator interested in using SLED materials in your school, read Getting Started with SLED.
Professor Brenda Capobianco
Beering Hall of Liberal Arts and Education
100 N. University St.
West Lafayette, IN 47907-2098
Phone: (765) 494-9635, E-mail: firstname.lastname@example.org
This project is supported by the National Science Foundation, award #0962840. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.