How an Integrative STEM Curriculum Can Benefit Students in Engineering Design Practices

Autor/inn/en	Fan, Szu-Chun; Yu, Kuang-Chao
Titel	How an Integrative STEM Curriculum Can Benefit Students in Engineering Design Practices
Quelle	In: International Journal of Technology and Design Education, 27 (2017) 1, S.107-129 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9328-x
Schlagwörter	Foreign Countries; STEM Education; Integrated Curriculum; Educational Benefits; Engineering; Design; High School Students; Technology Education; Quasiexperimental Design; Learning Modules; Comparative Analysis; Thinking Skills; Student Evaluation; Statistical Analysis; Correlation; Problem Solving; Prediction; Instructional Effectiveness; Outcomes of Education; Taiwan + Suchen Sie Ihr Suchwort? Ausland; STEM; Bildungsertrag; Maschinenbau; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technisch-naturwissenschaftlicher Unterricht; Learning module; Lernmodul; Denkfähigkeit; Schulnote; Studentische Bewertung; Statistische Analyse; Korrelation; Problemlösen; Vorhersage; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative ("t" test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01