Driven by Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering and Physics

Abstract

It is difficult to ignore the increased use of technological innovations in today's world, which has led to various calls for the integration of engineering into K-12 science standards. The need to understand how engineering is currently being brought to science classrooms is apparent and necessary in order to address these calls for integration. This multiphase, mixed-methods study investigated the classroom practices and beliefs of high school physical science teachers following an intensive professional development on physics and engineering integration.Classroom observations showed that teachers new to incorporating engineering into their physical science classrooms often struggled to maintain focus on physics concepts, focusing instead on the development of the ''soft skills'' needed by engineers, such as teamwork or communication. Interviews and surveys further revealed the beliefs of these teachers when considering integrating engineering into physics lessons. Teachers placed student engagement and enjoyment high on their priority list when considering integrating engineering into their classroom. In addition to this somewhat driving force, three main components were identified as important when considering engineering in physical science classrooms: providing hands-on experiences for students, allowing students to apply physics concepts, and developing general problem solving skills that students can take to the ''real-world.'' While teachers identified both physics and engineering goals for their students, they realized that their students learned more about how to be an engineer.Results from this study provide insight on obstacles current science teachers face as they begin to add engineering to their classrooms. Overall, teachers are motivated to bring engineering to their classrooms as a result of student enjoyment of engineering activities. This may drive the creation of teacher goals for students and determine how emphasis is placed on different goals during these engineering design challenges. Implications for this study include ascertaining knowledge about teacher beliefs prior to professional development, fostering discussions about what integration looks like in the classroom, and modeling the creation of instructional goals that include both physics and engineering content.

Teachers’ perception of STEM integration and education: a systematic literature review

“…The hands-on, application activities that are a fundamental part of STEM education are highly valued by teachers as a necessary and beneficial tool for student learning outcomes. Teachers also note that these engaging, kinesthetic activities motivate their students (Bruce-Davis et al 2014; Dare et al 2014;Goodpaster et al 2012;Van Haneghan et al 2015). Early childhood teachers believed these types of learning experiences were not only developmentally appropriate, but would also build a strong foundation of each of the STEM subject areas (Park et al 2017).…”

“…They believe including engineering with the other subjects adds valuable problem-solving and real-world aspects to instruction that will give students an advantage in preparation for their futures. The cross-curricular connections students make are seen as an advantage to STEM education as they give students necessary skills to approach and solve problems similar to those they will encounter in future careers (Asghar et al 2012;Bruce-Davis et al 2014;Dare et al 2014;McMullin and Reeve 2014;Smith et al 2015). Technology teachers Teachers believe they have the instructional skills, professional development, and resources to carry out engineering design challenges, but some did not feel confident in their ability to foster intrinsic motivation in students.…”

“…Teachers note an overwhelmingly positive response from students during STEM education. Moreover, teachers felt this increase in student enjoyment and engagement was the main reason for integrating STEM into their curriculum (Dare et al 2014;Herro and Quigley 2017;Lesseig et al 2016;McMullin and Reeve 2014;Srikoom et al 2017;Van Haneghan et al 2015).…”

“…They are encouraged to take risks. Teachers feel this is beneficial to students, especially high-achieving students that typically do not reach a point of frustration in their classrooms (Dare et al 2014). Because failure is part of the process, it is expected and therefore accepted.…”

“…Teachers even reported that students were reluctant to begin with the STEM equipment because they were afraid it would be damaged. Students had to learn that making mistakes was going to happen and experimenting with the equipment would help them solve their STEM problem (Dare et al 2014).…”