Making the Engineering Design Process Visible: Effects of Interventions on Caregiver–Child Interactions

Adult caregivers play a critical role in shaping children’s learning during STEM activities in museum settings. However, many caregivers disengage or struggle to engage due to discomfort with engineering concepts. This study aimed to evaluate the impact of an intervention designed to make the engineering design process (EDP)–create, test, and improve–more explicit during a design challenge activity. Three interventions were implemented: (a) an introductory explanation of the EDP, (b) hanging signs marking EDP steps, and (c) a tabletop sign illustrating the EDP. Findings indicated a noticeable increase in the number of caregivers referencing the EDP after the interventions, with the “test” phase being the most commonly mentioned. Caregivers also demonstrated a slight increase in referencing phases focused on iteration and improvement. Educator reflections indicated that the hanging signage was particularly effective in prompting EDP language, while the introduction received mixed responses. These findings suggest that simple, low-cost design changes can enhance caregiver engagement and language around iterative engineering processes. Future research should explore how such interventions influence long-term caregiver and child STEM learning behaviors in informal environments.