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The ​Framework for K-12 Science Education​ calls for engineering practices to be integrated into the teaching and learning of science. We have developed a new instructional model to meet this need, so that teachers are able to develop engineering design tasks that will give students an opportunity to learn how to use engineering practices and the core ideas of science at the same time to develop solutions to meaningful problems. A number of tensions have arisen as we have iteratively designed and tested this new instructional framework in middle school classrooms. In this paper, we identify five specific tensions that arise from (1) attempting to integrate engineering practices and core ideas in non-NGSS states; (2) a need to focus on scientific concepts and engineering practices at the same time; (3) the time required to engaged in engineering practices; (4) different epistemological norms of scientific and engineering communities; and, (5) attempting to balance authenticity and feasibility inside science classrooms. We anticipate that these tensions will arise whenever educators attempt to develop design tasks that integrate engineering practices and core ideas of science for use in science classrooms. While we are unable to provide definitive recommendations for resolving the five tensions prior to beginning a new curriculum or instructional development project, awareness of these potential obstacles will likely ease the challenges associated with the integration of engineering and science in the future projects.

Tensions Arising When Teaching Scientific Disciplinary Core Ideas via Engineering Practices (Evaluation)