Approaches to Integrating Engineering in STEM Units and Student Achievement Gains

Autor/inn/en	Crotty, Elizabeth A.; Guzey, Selcen S.; Roehrig, Gillian H.; Glancy, Aran W.; Ring-Whalen, Elizabeth A.
Titel	Approaches to Integrating Engineering in STEM Units and Student Achievement Gains
Quelle	In: Journal of Pre-College Engineering Education Research, 7 (2017) 2, S.1-14, Artikel 1 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.7771/2157-9288.1148
Schlagwörter	Engineering; STEM Education; Academic Achievement; Achievement Gains; Science Education; Elementary Secondary Education; Engineering Education; Integrated Curriculum; Statistical Analysis; Pretests Posttests; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Suburban Schools; Multiple Regression Analysis; Suburbs + Suchen Sie Ihr Suchwort? Maschinenbau; STEM; Schulleistung; Achievement gain; Leistungssteigerung; Naturwissenschaftliche Bildung; Ingenieurausbildung; Statistische Analyse; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Einzugsbereich
Abstract	This study examined different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units. These various approaches were correlated with student outcomes on engineering assessment items. There are numerous reform documents in the USA and around the world that emphasize the need to incorporate engineering into science education. The authors of this study contend that different approaches to integrating engineering in STEM units correlate to larger student achievement gains in engineering, based on assessment items developed from the Framework for Quality K-12 Engineering Education (Moore, Glancy, Tank, Kersten, & Smith, 2014). The goal of this work is not to establish one singular working definition for how to integrate the disciplines of STEM but rather to focus on characteristics of integrating engineering within STEM curricular units that are associated with higher student achievement gains in engineering for the students involved in this study. The results indicate that when engineering is introduced at the beginning of the unit to provide context for the learning, and revisited throughout the duration of the unit, student achievement gains with engineering assessment items are greater than when engineering is incorporated only at the end of the unit as a design challenge in the form of a culminating project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01