How an integrative STEM curriculum can benefit students in engineering design practices

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.

Developing a Pre-engineering Curriculum for 3D Printing Skills for High School Technology Education

“…2) Use integrated teaching: Through integrated STEM teaching, relevant courses can be combined with technology courses to achieve integrated teaching and knowledge application (Hernandez et al, 2014;Fan & Yu, 2015;Nam et al, 2016). Interdisciplinary knowledge integration in the fields of technology and engineering can enhance design, innovation, and critical thinking (National Academy for Educational Research, 2016).…”

“…Tests involve traveling in straight lines, travel fluency, and part stability. Repeated testing and revision is an integral process in engineering design (Atman et al, 2007;Fan & Yu, 2015). However, few students undertake this process.…”

“…Hands-on activities can be organized to integrate the knowledge, and engineering design procedures and handouts can be used to foster core competencies (Hernandez et al, 2014;Fan & Yu, 2015;Nam, Lee, & Paik, 2016). In the past, math and science education focused on imparting abstract theories rather than practical applications (Corum & Garofalo, 2015).…”

Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course

“…STEM-related summer camps offer a chance for students to become more intensely involved in STEM activities (Nugent et al, 2010). Students participated in STEM engineering applications outperformed in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity (Fan & Yu, 2015).…”

Teaching Engineering Design Through a Wearable Device Design Competition (Evaluation)

“…Supporting conclusions can be found in the literature, particularly highlighting the pitfalls of teachers having only a superficial understanding of the EDP (Hynes, 2010). Working through an EDP with proper guidance gives teachers the tools and confidence to push their students outside of the comfort zone of concrete answers and encourages creativity and innovative thinking (Fan & Yu, 2017;Hynes, 2010).…”