Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings

English, Lyn D.; King, Donna; Smeed, Joanna

doi:10.1080/00220671.2016.1264053

Cited by 102 publications

(83 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Improves ability to apply STEM knowledge (S.-H. Chang et al, 2015;Lamb et al, 2015;Lou et al, 2017;Shahali et al, 2017). Enriches disciplinary STEM knowledge (McLurkin et al, 2013;English et al, 2017;Lamb et al, 2015;Toma & Greca, 2018). Connects STEM disciplinary knowledge (Lou et al, 2017).…”

Section: Referring To (Only First Author Cited)mentioning

confidence: 99%

“…contributes to STEM education. On the other hand, in their theoretical frameworks the authorsEnglish et al (2017) andToma and Greca (2018) emphasize the debate that revolves around the term STEM education, with both opting to understand it as a teaching approach that integrates the knowledge and skills of the four disciplines, but using different frames of referenceF I G U R E 2 STEM concepts defined in the theoretical frameworks. STEM: science, technology, engineering, and mathematics [Color figure can be viewed at wileyonlinelibrary.com] MARTÍN-PÁEZ ET AL.…”

mentioning

confidence: 99%

See 1 more Smart Citation

What are we talking about when we talk about STEM education? A review of literature

et al. 2019

View full text Add to dashboard Cite

The aim of this study is to examine how science, technology, engineering, and mathematics (STEM) education is implemented in the published literature. To accomplish this, the educational experiences published in indexed magazines in the main Web of Science collection during the 2013-2018 period were examined, with special attention paid to (a) The STEM concepts defined in the theoretical frameworks; (b) the STEM disciplines that intervene; (c) the possible benefits of STEM education; and (d) the key aspects for the success of the educational intervention. The results indicate that the theoretical frameworks used normally focus more on the variables that are the object of the study than on STEM education, and that there are multiple interpretations of what STEM education is, and these interpretations do usually involve the integrated appearance of the four disciplines that make up the acronym.

show abstract

Section: Referring To (Only First Author Cited)mentioning

confidence: 99%

mentioning

confidence: 99%

What are we talking about when we talk about STEM education? A review of literature

et al. 2019

View full text Add to dashboard Cite

show abstract

“…PBL focuses learning around real world problems which are complex and authentic (Buck Institute for Education, 2018). The complex and authentic nature of these problems require students to draw on knowledge across STEM disciplines as they work to develop solutions (English, King, & Smeed, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development and Evaluation of an Integrated Project-Based and Stem Teaching and Learning Module on Enhancing Scientific Creativity Among Fifth Graders

Siew

Ambo

2018

JBSE

View full text Add to dashboard Cite

This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students’ responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach's value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. Keywords: fifth graders, project-based learning, scientific creativity, STEM.

show abstract

“…In general, much of the STEM literature focuses on mathematics and the physical sciences with less attention as yet paid to the place of technology and engineering in the STEM curriculum. However, a growing body of literature now attests to the educational benefits of studying Technology and Engineering Education (TEE) throughout the school stages, particularly through integrated STEM curricula that include technology and engineering skills (English, King & Smeed, 2017;Gresnigt, Taconis, van Keulen, Gravemeijer & Baartman, 2014;Nadelson & Seifert, 2017). Studying TEE enables children to identify and critically reflect on uses of technology in the world and develop the skills to utilise and create designed artifacts (Sundqvuist and Neilson, 2016).…”

Section: Introduction and Contextmentioning

confidence: 99%

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

Wright

Reeves²,

Williams³

et al. 2018

IJE

View full text Add to dashboard Cite

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change.

show abstract

Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings

Cited by 102 publications

References 34 publications

What are we talking about when we talk about STEM education? A review of literature

What are we talking about when we talk about STEM education? A review of literature

Development and Evaluation of an Integrated Project-Based and Stem Teaching and Learning Module on Enhancing Scientific Creativity Among Fifth Graders

Abridged International Perspectives of Technology Education and Its Connection to STEM Education

Contact Info

Product

Resources

About