Student Interest in Engineering Design-Based Science

Autor/inn/en	Selcen Guzey, S.; Moore, Tamara J.; Morse, Gillian
Titel	Student Interest in Engineering Design-Based Science
Quelle	In: School Science and Mathematics, 116 (2016) 8, S.411-419 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Science Education; Educational Change; Teaching Methods; Engineering; Grade 6; Observation; Interviews; Student Surveys; Teacher Attitudes; Interdisciplinary Approach; Student Interests; Student Motivation; Learner Engagement; Design + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; School year 06; 6. Schuljahr; Schuljahr 06; Beobachtung; Interviewing; Interviewtechnik; Schülerbefragung; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studieninteresse; Schulische Motivation
Abstract	Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K-12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design-based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01