Does a project which uses scientific inquiry and the engineering design process (EDP) contribute to an increase in teachers' content knowledge of science and engineering?
Does a project which uses scientific inquiry and the EDP contribute to an increase in students' content knowledge of science and engineering?
Do students improve their 21st century skills as a result of the program?
To what extent do teachers' beliefs and attitudes towards teaching science and engineering change over time?
To what extent did the program promote an increase in collaboration and shared vision among partners? (University Faculty, Districts & Schools, Administrators, Teachers, Students, Parents)
What are the teachers' conceptions of the 21st century skills as they apply to teaching and learning? To what extent did they change over time as a result of the program?
What immediate and contextual factors limit or facilitate a teacher's success in changing classroom practice?