Implementation and Integration of Engineering in K–12 Stem Education

Moore, Tamara J.; Stohlmann, Micah; Wang, Hui Hui; Tank, Kristina Maruyama; Glancy, Aran W.; Roehrig, Gillian H.

doi:10.2307/j.ctt6wq7bh.7

Cited by 368 publications

(310 citation statements)

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“…The quality engineering education framework developed by Moore et al. (in press) guided the design of the Region 11 MSTP program and the research study.…”

Section: Discussionmentioning

confidence: 99%

“…In a previous study, Moore, Stohlmann, Wang, Tang, Glancy, & Roehrig (in press) conducted extensive reviews of the research literature on K‐12 engineering education and curricular materials to develop a framework that identifies the elements of quality engineering design curriculum units. According to the framework, an engineering curriculum unit should (a) have a meaningful purpose and an engaging context, (b) have learners participate in an engineering design challenge for a compelling purpose that involves problem‐solving skills and ties to context, (c) allow learners to learn more from failure and then have the opportunity to redesign, (d) include appropriate science and/or mathematics content, (e) teach content with student‐centered pedagogies, and (f) promote communication skills and teamwork.…”

Section: The Framework Of the Studymentioning

confidence: 99%

“…Afterwards, teachers experienced an engineering teaching kit unit on heat transfer ( Save the Penguins ) that integrates engineering design with the scientific concepts of heat transfer while using an engaging and realistic context (Schnittka, Bell, & Richards, ). This unit was presented as a quality engineering unit since it has all the elements of the quality engineering curriculum framework (Moore et al., in press). Save the Penguins activities use the context of global warming: Rising temperatures and melting ice have affected penguin habitats.…”

Section: The Professional Development Programmentioning

confidence: 99%

See 2 more Smart Citations

A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

Guzey

Tank

Wang

et al. 2014

School Sci & Mathematics

Self Cite

103

110

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With the increasing emphasis on integrating engineering into K‐12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering‐focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3–6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate the new state science standards, with a focus on engineering, into their teaching. Posters including lesson plans and student artifacts were used to assess teachers' engineering practices and the implementation in their classrooms. Results indicated that the majority of the teachers who participated in the professional development were able to effectively implement engineering design lessons in their classrooms suggesting that the teachers' success in implementing engineering lessons in their classroom was closely related to the structure of the professional development program.

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“…The quality engineering education framework developed by Moore et al. (in press) guided the design of the Region 11 MSTP program and the research study.…”

Section: Discussionmentioning

confidence: 99%

Section: The Framework Of the Studymentioning

confidence: 99%

Section: The Professional Development Programmentioning

confidence: 99%

See 1 more Smart Citation

A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

Guzey

Tank

Wang

et al. 2014

School Sci & Mathematics

Self Cite

103

110

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“…It is thought that by making connections within and between the disciplines of STEM, students may gain a deeper understanding of each discipline (National Academy of Engineering [NAE] & National Research Council [NRC], ). Yet, there is no guarantee that students will automatically make connections between disciplines when engaged in interdisciplinary activities (Moore et al, ; NAE & NRC, ).…”

Section: Introductionmentioning

confidence: 99%

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Siverling

Suazo‐Flores

Mathis

et al. 2019

School Sci & Mathematics

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Engineering design‐based STEM integration is one potential model to help students integrate content and practices from all of the STEM disciplines. In this study, we explored the intersection of two aspects of pre‐college STEM education: the integration of the STEM disciplines, and the NGSS practice of engaging in argument from evidence within engineering. Specifically, our research question was: While generating and justifying solutions to engineering design problems in engineering design‐based STEM integration units, what STEM content do elementary and middle school students discuss? We used naturalistic inquiry to analyze student team audio recordings from seven curricular units in order to identify the variety of STEM content present as students justified their design ideas and decisions (i.e., used evidence‐based reasoning). Within the four disciplines, fifteen STEM content categories emerged. Particularly interesting were the science and mathematics categories. All seven student teams used unit‐based science, and five used unit‐based mathematics, to support their design ideas. Five teams also applied science and/or mathematics content that was outside the scope of the units' learning objectives. Our results demonstrate that students integrated content from all four STEM disciplines when justifying engineering design ideas and solutions, thus supporting engineering design‐based STEM integration as a curricular model.

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“…“This perception of ‘mathematics as tools’ may fall short of how some in the mathematics education community define mathematics and promote its study in the K–12 experience” (Frykholm & Glasson, , p. 139). Integration of mathematics as a tool could be considered a type of context integration (Glancy et al, ; Moore et al, ) that could help students make connections between the STEM disciplines. At the same time, this type of integration falls short in helping students understand grade‐level mathematics learning standards (c.f.…”

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confidence: 99%

Integrated STEm or Integrated STEM?

Walker

2017

School Sci & Mathematics

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Implementation and Integration of Engineering in K–12 Stem Education

Cited by 368 publications

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A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

Students' use of STEM content in design justifications during engineering design‐based STEM integration

Integrated STEm or Integrated STEM?

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