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Purpose <p>Advanced engineering tools such as particle image velocimetry (PIV) and computational fluid dynamics (CFD) are rarely introduced in K12 education despite their relevance in modeling engineering systems. This study evaluates whether K12 students can meaningfully engage with these traditional graduate-level methods when applied to cardiovascular flows and delivered through structured modules.</p> Methods <p>A 5-day full-time summer class was designed and enrolled 13 secondary students (grades 9–11) to introduce them to 3D printing, coding, PIV, medical image segmentation, and CFD modeling. Students participated in both experimental and computational activities and completed two evaluation forms assessing learning outcomes, instructional methods, challenges, and overall impressions.</p> Results <p>Students demonstrated improved conceptual understanding of fluid dynamics and biomedical applications. However, confidence varied; only 46.2% felt confident using the PIV setup, and 58.3% were comfortable running a CFD simulation. Live demonstrations were highly rated, while coding and software navigation were reported as major challenges. Despite fatigue and occasional mismatched expectations, 91.7% of participants said they would recommend the class, and most saw future relevance in the tools presented.</p> Conclusions <p>Advanced engineering tools can be successfully adapted for secondary students when paired with appropriate instructional design, biomedical relevance, and scaffolded support. This approach promotes STEM engagement and literacy and supports broader efforts to strengthen the STEM pipeline.</p>

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Translating Graduate Level Engineering Methods for K12 Students

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年3月9日

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  • Ahmad Bshennaty,
  • Joey Marano,
  • Hoda Hatoum

摘要

Purpose

Advanced engineering tools such as particle image velocimetry (PIV) and computational fluid dynamics (CFD) are rarely introduced in K12 education despite their relevance in modeling engineering systems. This study evaluates whether K12 students can meaningfully engage with these traditional graduate-level methods when applied to cardiovascular flows and delivered through structured modules.

Methods

A 5-day full-time summer class was designed and enrolled 13 secondary students (grades 9–11) to introduce them to 3D printing, coding, PIV, medical image segmentation, and CFD modeling. Students participated in both experimental and computational activities and completed two evaluation forms assessing learning outcomes, instructional methods, challenges, and overall impressions.

Results

Students demonstrated improved conceptual understanding of fluid dynamics and biomedical applications. However, confidence varied; only 46.2% felt confident using the PIV setup, and 58.3% were comfortable running a CFD simulation. Live demonstrations were highly rated, while coding and software navigation were reported as major challenges. Despite fatigue and occasional mismatched expectations, 91.7% of participants said they would recommend the class, and most saw future relevance in the tools presented.

Conclusions

Advanced engineering tools can be successfully adapted for secondary students when paired with appropriate instructional design, biomedical relevance, and scaffolded support. This approach promotes STEM engagement and literacy and supports broader efforts to strengthen the STEM pipeline.