Integrating Engineering Within Early STEM and STEAM Education

English, Lyn D.

doi:10.1007/978-3-030-65624-9_6

Cited by 6 publications

(3 citation statements)

References 30 publications

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“…The use of strategies that promote this approach is based on peer interaction, collaborative learning, collective and individual reflection, constructive discussion, feedback, and critical thinking [11][12][13]. These strategies serve as frameworks to enhance students learning in traditionally challenging disciplines, such as physics and mathematics [14][15][16][17][18][19].…”

Section: Framework 21 Active Learning and Stem Educationmentioning

confidence: 99%

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Dominguez,

De la Garza,

Quezada-Espinoza

et al. 2023

Education Sciences

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Within STEM (Science, Technology, Engineering, and Mathematics) education, integrating real-world problem scenarios is paramount. Within interdisciplinary education, modeling is an approach to fostering student learning and skill development in a student-centered learning environment. This study focuses on an integrated physics and mathematics course in STEM education based on modeling for first-year engineering students. The main objectives of this study are to analyze students’ models, assess the effectiveness of the pedagogical approach, and evaluate the benefits of integrative education. This study uses a Model-Application Activity as a closure for the quadratic model and extends the models built to a two-dimensional motion situation. The core activity involves a real-world experiment where students attempt to roll a ball down a ramp into a cup. While most groups successfully constructed theoretical models, only a few hit the target, highlighting the complexities of applying theoretical knowledge to real-world scenarios. The study also emphasizes the seamless integration of physics and mathematics, enriching the learning experience and making the models more robust and versatile. Despite the promising results, the study identifies a gap between theoretical understanding and practical application, suggesting the need for more hands-on activities in the curriculum. In conclusion, this study underlines the value of integrating physics and mathematics through modeling and a student-centered approach, setting the stage for future research to enhance the effectiveness of STEM education.

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Section: Framework 21 Active Learning and Stem Educationmentioning

confidence: 99%

Integration of Physics and Mathematics in STEM Education: Use of Modeling

Dominguez,

De la Garza,

Quezada-Espinoza

et al. 2023

Education Sciences

View full text Add to dashboard Cite

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“…Six engineering habits of mind (i.e., systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations) encompass many 21st century skills (Loveland & Dunn, 2014;National Academy of Engineering & National Research Council, 2020). Thus, including these skills and habits of mind fosters students' STEM knowledge and understanding across disciplines (English, 2021).…”

Section: Benefits Of Integrating Stemmentioning

confidence: 99%

“…Productive failure is a critical element of the EDP. English (2021) echoes this need but emphasizes the importance "to increase awareness of, and capitalise [sic] on, children's skills as independent problemsolvers, who relish challenges, preserver in the face of failure, and learn from both what "works" and what does not" (p. 117). The goal is to engross students in such a significant way that they learn the engineering design process while creating authentic learning experiences that increase their critical thinking, STEM knowledge, and ability to connect to real-world innovations (Maiorca & Mohr-Schroeder, 2020).…”

Section: Integrating Engineering In Stemmentioning

confidence: 99%

Exploring Effective Practices of an Elementary STEM Block Program

Waters

2022

Journal of Research in Science, Mathematics and Technology Education

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Creating a STEM-driven culture incorporating engineering habits of mind and 21st century skills at an early age could impact students’ STEM interests and knowledge.  Therefore, early exposure to effective engineering design practices could create a foundation for a STEM program. This exploratory case study examined the integration of a STEM program in an elementary-level school. Survey, interview, focus group, and observational data were analyzed and coded to determine effective practices of the STEM program. This paper focuses on the emergent themes of the (a) critical role of the specialist, (b) instructional design, and (c) integration of the engineering laboratory.  The STEM specialist at Gemini Elementary School provided the teachers with the foundation for the in-depth acquisition of STEM content and pedagogical skills. Teachers were provided with team planning time that focused on the instructional design of the STEM Block lessons. Through collaborative settings, teachers and the specialist were able to design modern real-world problems for students that allowed students to apply engineering design practices to find solutions. The results of this study point to the need to increase the number of STEM programs embrace engineering design in elementary schools.

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