Measuring preservice science teachers’ performance on engineering design process tasks: implications for fostering STEM education

Abstract

PurposeThe purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.Design/methodology/approachThis descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.FindingsFindings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) program and the teacher qualification diploma (TQD) program.Originality/valueThis study provides an overview, in an Arab setting, of preservice science teachers’ proficiency with engineering design process (EDP) tasks. It is hoped that the results may lead to improved instruction in science teacher training programs in similar contexts. Additionally, this research demonstrates how EDP competency relates to preservice teacher gender, major and preparation program. Findings from this study will contribute to the growing body of research investigating the strengths and shortcomings of teacher education programs in relation to science, technology, engineering and mathematics (STEM) education.

Global perspectives and methodological innovations in STEM education: a systematic mapping analysis of engineering design-based teacher training

“…To encourage students to explore and engage in critical thinking, mathematical and computational reasoning about evidence and its design and investigation, it is crucial to integrate ED into science education (Shahat et al, 2022). However, the reason why ED is not yet a widespread practice in many science classrooms is partly because science teachers have not been instructed or trained to create and build physical products during experimental investigations (Shahat, Al-Balushi, & Al-Amri, 2023). There is also a lack of review articles available that investigate the various models used to teach ED or the key issues related to demographic variables, and prior research has failed to consider the pre-and post-service status of preservice STEM teachers in the Middle East (Chen et al, 2020).…”