Approaches to Integrating Engineering in STEM Units and Student Achievement Gains

Crotty, Elizabeth A.; Guzey, S. Selcen; Roehrig, Gillian H.; Glancy, Aran W.; Dare, Emily A.; Moore, Tamara J.

doi:10.7771/2157-9288.1148

Cited by 32 publications

(25 citation statements)

References 13 publications

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“…Some quantitative studies are found to have investigated the influence of the EDP on students' scientific structures and transfer situation (Chase, Malkiewich, & Kumar, 2019); students' participation, interest, and self-concept (Capobianco, Yu, & French, 2014); and students' knowledge (Chao et al 2017). Furthermore, Crotty et al (2017) in their study tested the difference in students' achievement, comparing the class that received engineering lessons at the beginning with the one given at the end. In addition, some researches using mixed methods is also found.…”

Section: Introductionmentioning

confidence: 99%

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Winarno¹

2020

Journal for the Education of Gifted Young Scientists

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Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through projectoriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

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Section: Introductionmentioning

confidence: 99%

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Winarno¹

2020

Journal for the Education of Gifted Young Scientists

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“…However, planning locally situated, design-based learning experiences takes cognitive focus as well as more time and coordination of resources and will likely generate stress among teachers related to managing an open-ended learning experience (Shernoff et al, 2017). To address these challenges, I-STEM leaders should help teachers build their confidence and ability to implement PBL effectively, become knowledgeable about design and engineering pedagogical practices and principles (e.g., Crotty et al, 2017;Cunningham & Lachapelle, 2014), and dedicate time for collaborative curriculum and instructional development. Administration, 2015, p. 14).…”

Section: Curriculum and Instructionmentioning

confidence: 99%

STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities

Rose

Geesa

Stith

2019

JTE

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With the push by government and business leaders for greater emphasis on STEM education at all grade levels, STEM leaders (i.e., educational leadership and teacher leaders) are challenged to pioneer integrative praxes that prepare students for success in a scientifically and technologically driven society. Additionally, these STEM leaders must transverse the barriers of developing transformative educational experiences that involve diverse stakeholders. This study utilized a modified Delphi technique to investigate what STEM leader skills, competencies, and qualities are identified as critical by STEM professionals within integrative STEM education. Findings are presented for the following seven themes: mission and culture, equity and social responsibility, infrastructure and programming, curriculum and instruction, professional growth, evaluation and assessment, and extended learning. These findings may inform the development of courses and programs that prepare or provide professional development for STEM leaders.

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“…They found that "student achievement was significantly correlated to science GPA, but not significantly [correlated] to mathematics or communication GPA" (p. 37). The study by Crotty et al (2017) correlated "different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units . .…”

Section: Research Question 3: Impact Of Engineering Design On Studentsmentioning

confidence: 99%

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Daugherty¹,

Dixon²,

Merrill³

2019

JTE

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Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.

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Approaches to Integrating Engineering in STEM Units and Student Achievement Gains

Cited by 32 publications

References 13 publications

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

STEM Leader Excellence: A Modified Delphi Study of Critical Skills, Competencies, and Qualities

Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

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