Implementing Engineering in Diverse Upper Elementary and Middle School Science Classrooms: Student Learning and Attitudes

Lie, Richard; Guzey, S. Selcen; Moore, Tamara J.

doi:10.1007/s10956-018-9751-3

Cited by 17 publications

(10 citation statements)

References 51 publications

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“…Although the impact of E 2 on engineering identity was positive overall, the magnitude of the effect was low for each of the three grade levels. Given that past research is mixed, with several studies showing no impact on attitudes and identity development for students receiving integrated SE instruction (e.g., Lie et al, 2019; Wendell & Rogers, 2013), the positive effect is noteworthy. Further, the effect sizes observed were within the range of those reported by year‐long interventions such as Capobianco et al’s (2017, partial n 2 from 0.027 to 0.144) and Yoon et al’s (2014, partial n 2 from 0.038 to 0.178).…”

Section: Discussionmentioning

confidence: 96%

“…It may also indicate differences in opportunity reinforced by under‐trained teachers. In a recent study examining predictors of SE content learning and identity development, Lie et al (2019) found that teachers who had 2 years of professional development in integrated SE instruction predicted student attitudes toward engineering. Teachers in the study reported here received 8 hours of training.…”

Section: Discussionmentioning

confidence: 99%

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Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Aguirre-Muñoz

Pantoya

Pando

et al. 2021

J of Engineering Edu

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Background Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Aguirre-Muñoz

Pantoya

Pando

et al. 2021

J of Engineering Edu

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show abstract

“…In addition, inconsistent studies are conducted at a level above elementary school. An examination of each study reveals that a number of studies declare positive impacts of STEM techniques on student views (Aranda, Guzey, & Moore, 2020;French & Burrows, 2018;Lie, Selcen Guzey, & Moore, 2019;Nathan, Wolfgram, Srisurichan, Walkington, & Alibali, 2017;Vance, Kulturel -Kona k, & Konak, 2015;Wieselmann, Dare, Roehrig, & Ring-Whalen, 2021).…”

Section: Discussionmentioning

confidence: 99%

A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

Ulum

2022

International Journal of Educational Research Review

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The purpose of this meta-analysis is to combine the results of experimental research completed between 2012 and 2022 and to examine the effects of different integrated STEM approaches on the attitudes of elementary school children. In the meta-analysis for the study on the effects of several integrated STEM approaches on the attitudes of elementary school children, five studies were selected based on particular criteria. The study included subgroup analyses in addition to exposing the overall effect of various integrated STEM approaches on the attitudes of elementary school children. According to the research findings, the Hedges g value, which is calculated to be 0.279 for the total effect size of diverse integrated STEM approaches on the attitudes of elementary school pupils, shows a small influence. In addition, the results of the analysis revealed that the impacts of different integrated STEM approaches on the attitudes of primary school pupils did not differ according to grade levels, but differed according to attitude area and integration.

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“…Similarly, another assessment designed by Cunningham and colleagues asked students to identify objects and activities as technology and engineering, respectively [3]. Some assessment tools test students' knowledge of the engineering design process [4], [5]. Additionally, researchers often administer engineering attitude surveys that gauge students' conceptions of themselves and their participation in engineering [4], [6], [7], [8], [9].…”

Section: Introductionmentioning

confidence: 99%

“…Some assessment tools test students' knowledge of the engineering design process [4], [5]. Additionally, researchers often administer engineering attitude surveys that gauge students' conceptions of themselves and their participation in engineering [4], [6], [7], [8], [9]. Outside of these research-oriented assessments, there exists a governmental effort to assess engineering thinking and design literacy at the fourth and eighth grade levels from the National Assessment of Educational Progress (NAEP).…”

Section: Introductionmentioning

confidence: 99%

Assessing Elementary Students’ Engineering Design Thinking with an “Evaluate-And-Improve” Task (Fundamental)

Batrouny¹,

Wendell²,

Andrews³

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Implementing Engineering in Diverse Upper Elementary and Middle School Science Classrooms: Student Learning and Attitudes

Cited by 17 publications

References 51 publications

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

Engineering integration in elementary science classrooms: Effects of disciplinary language scaffolds on English learners' content learning and engineering identity

A meta-analysis of the effects of different integrated STEM (science, technology, engineering, and mathematics) approaches on primary students' attitudes

Assessing Elementary Students’ Engineering Design Thinking with an “Evaluate-And-Improve” Task (Fundamental)

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