The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics

Guzey, S. Selcen; Harwell, Michael R.; Moreno, Mario; Peralta, Yadira; Moore, Tamara J.

doi:10.1007/s10956-016-9673-x

Cited by 90 publications

(28 citation statements)

References 32 publications

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“…However, most teachers still have no idea on how to implement engineering design in science learning (Schnittka, 2011). This statement is supported by other research, which stated that an EDP is a learning approach that has just been implemented in teaching science (Guzey, Harwell, Moreno, Peralta, & Moore, 2016).…”

Section: Introductionmentioning

confidence: 94%

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: 94%

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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“…The sustainable development of STEM education reflects one part of the target, at least scientific skills, to promote sustainable development [3]. Successful STEM education fosters individuals in learning achievements [5,7,28,29], authentic problem-solving skills [9,30,31], interests in STEM sub-subjects, and in pursuing STEM careers [10][11][12][13].…”

Section: The Stem Education Sustainable Development Goalmentioning

confidence: 99%

“…Teachers are mentioned as critical elements to assure the essential structure in the SDG 4 targets [3] (p. 29). Teachers play important roles in implementing STEM education successfully [15].…”

Section: Introductionmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

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“…2 | BACKGROUND/LITERATURE REVIEW 2.1 | Engineering design-based STEM integration STEM integration is a growing pedagogical construct with many differing needs for implementation; therefore, many STEM integration curricular models exist (Bybee, 2013;NAE & NRC, 2014). In this study, we explore curricula that are part of the engineering design-based STEM integration model (e.g., Guzey, Harwell, Moreno, Peralta, & Moore, 2017). This model has been referred by several other names, including design-based learning (Apedoe, Reynolds, Ellefson, & Schunn, 2008;Mehalik, Doppelt, & Schunn, 2008) and design-based science (Fortus, Dershimer, Krajcik, Marx, & Mamlok-Naaman, 2004;Schnittka & Bell, 2011).…”

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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The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics

Cited by 90 publications

References 32 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

Measuring Teachers’ Perceptions to Sustain STEM Education Development

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

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