The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students' Attitudes toward Science and Perceptions of Engineering

Autor/inn/en	Nam, Younkyeong; Lee, Sun-Ju; Paik, Seoung-Hey
Titel	The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students' Attitudes toward Science and Perceptions of Engineering
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 7, S.1881-1907 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1535a
Schlagwörter	Student Attitudes; High School Students; Engineering; Scientific Attitudes; Vocational Schools; STEM Education; Engineering Education; Science Curriculum; Foreign Countries; Control Groups; Experimental Groups; Student Surveys; Focus Groups; Pretests Posttests; Science Education; Mixed Methods Research; Student Experience; Test Items; Questioning Techniques; Semi Structured Interviews; Science Instruction; Likert Scales; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Maschinenbau; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; STEM; Ingenieurausbildung; Ausland; Schülerbefragung; Naturwissenschaftliche Bildung; Studienerfahrung; Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Likert-Skala
Abstract	This study investigated how engineering integrated science (EIS) curricula affect first-year technical high school students' attitudes toward science and perceptions of engineering. The effect of the EIS participation period on students' attitudes toward science was also investigated via experimental study design. Two engineering integrated science curricula were purposefully designed and implemented for the study. Two important results emerged: (1) The EIS curriculum participation period (10 or 18 weeks) mattered in terms of changing students' attitudes toward science; and (2) A majority (>61%) of the students from both control and experimental groups who participated in the first EIS agreed that the curriculum positively affected their understanding of engineering practice. The results suggest that EIS is a potential pedagogical approach for reforming current science practice in technical high school programs to improve both students' interest in science and career readiness. Implications for implementing EIS in technical high school settings are addressed. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01