Effects of Engineering Design Process on Science and Mathematics

Fidai, Aamir; Barroso, Luciana R.; Capraro, Mary Margaret; Capraro, Robert M.

doi:10.1109/fie44824.2020.9274167

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…Another common effect of CBL-like teaching is that students become more confident in STEM (e.g., Chen et al, 2015;Tan et al, 2016;Talafian et al, 2019;Fidai et al, 2020). All of the studies we have included address this issue reporting this.…”

Section: Stem Competence: Confidence In Doing Stemmentioning

confidence: 99%

Challenge Based Learning as authentic learning environment for STEM identity construction

Taconis

Bekker

2023

Front. Educ.

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Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems well suited to helping students build a positive STEM identity (seeing oneself and being recognized by others as a STEM person c.q., STEM professional). However, CBL is a very new educational concept with little empirical research yet available. Therefore, this study explores the question of CBL's contribution to STEM identity development at a conceptual level. What, conceptually, can CBL be expected to contribute to STEM identity development? We first explore the concept of CBL as it is currently defined to find its strengths and weaknesses and improve it. We then look for empirical evidence on the effects of conceptually akin education (such as design-based learning and project-based learning) on STEM identities. When learning effects can be traced using educational theories to conceptual features they share with CBL, these can be building blocks for our modeling of CBL's contribution to the development of STEM identities. Current definitions of CBL were found to be purely enumerative and did not clearly distinguish CBL from related concepts such as problem-based learning (PBL) or Design-Based Learning (DBL). A new definition for CBL is proposed that is based on an underlying pedagogical vision. It is concluded that CBL and related forms of education can be expected to facilitate the construction of STEM identities, primarily through a combination of a motivation boost, a higher perception of competence and the enjoyable and experiential orientation to STEM that it provides students. However, CBL seems limited with respect to the development of STEM identities in vocational or higher education.

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Section: Stem Competence: Confidence In Doing Stemmentioning

confidence: 99%

Challenge Based Learning as authentic learning environment for STEM identity construction

Taconis

Bekker

2023

Front. Educ.

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“…Students will learn to apply the steps that engineers follow when designing a product or a material, which are often referred to as the Engineering Design Process (EDP). Based on a meta-analysis study by Fidai, et al (2020), EDP was proven to have a positive and statistically significant effect size on students' mathematics achievement, especially in elementary schools. With the steps of EDP, students are helped to apply abstract mathematics in a concrete design.…”

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confidence: 99%

Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy

Nurmasari,

Budiyono,

Nurkamto

et al. 2023

j. math. educ.

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Mastery of mathematical literacy is essential for developing life skills in the 21st century. Mathematical literacy is even more critical in elementary schools as it forms the basis for mastery at the junior and senior high school levels. Elementary school students differ in their characteristics from students at the higher education level. They, therefore, require an appropriate learning model to improve their mathematical literacy. This research aims to develop a learning model, termed Realistic Mathematics Engineering (RMEng), that combines the Realistic Mathematics Education approach with the steps of the Engineering Design Process and determines the model’s effectiveness. The model was validated by seven experts from three universities in Indonesia and had an Aiken validity index value of 0.786, indicating that it was valid. The RMEng model contains the following steps: understanding realistic problems, solving problems in informal ways, developing formal mathematics, developing products, and drilling. Discussions and presentations can be incorporated into each of these five steps. The RMEng model was subjected to the stages of preliminary and main field testing and was revised based on the suggestions of teachers and observers. Through experimental research compared to a control group, the RMEng model was proven more effective in increasing elementary school students’ mathematical literacy at the 0.000 significance level.

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Implementing STEM Projects Through the EDP to Learn Mathematics: The Importance of Teachers’ Specialization

Diego-Mantecón

Ortiz-Laso

Blanco

2022

Mathematics Education in the Age of Artificial Intelligence

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Effects of Engineering Design Process on Science and Mathematics

Cited by 6 publications

References 13 publications

Challenge Based Learning as authentic learning environment for STEM identity construction

Challenge Based Learning as authentic learning environment for STEM identity construction

Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy

Implementing STEM Projects Through the EDP to Learn Mathematics: The Importance of Teachers’ Specialization

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