The triangulated learning model is a framework for implementing the engineering analysis and design process with middle school students in their science classrooms. The model is inquiry-based and integrates the components of simulation, construction, and connection. The model was piloted in eight middle school science classrooms using three teacher-developed modules that included Web-based simulations, a construction phase, and specific activities designed to promote connections to underlying scientific and mathematical concepts. This paper describes early indicators of the effectiveness of the model from data collected through classroom observations of the eight teachers.
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