Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

Abstract

This position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

NGSS-based teacher professional development to implement engineering practices in STEM instruction

“…Researchers have suggested the need for studies that examine how teachers conceptualize the value of STEM integration (Purzer and Quintana-Cifuentes 2019), how professional development might be aligned to promote the integration of science inquiry and engineering design (National Academy of Engineering 2009), and how short-term professional development might be a first step toward sustained pedagogical shifts (Lauer et al 2014). The findings from the present study suggest a university-based professional development program in STEM integration had immediate affective impacts with regard to engineering epistemologically sound beliefs, pedagogical self-efficacy, and advisement and career awareness.…”

“…This study also offers unique insight into the experience of STEM teachers learning engineering content, practices, and pedagogy in alignment with NGSS. The majority of analyses on engineering professional development have focused on programs designed for technology or engineering teachers or training for specific curriculum programming or resources (Daugherty 2010;Singer et al 2016); more research is needed supporting the integration of science and engineering for all STEM teachers, particularly in terms of the nature of engineering and the unique disciplinary practices associated with engineering applications and design (Purzer and Quintana-Cifuentes 2019).…”

“…Very few secondary science, mathematics, and technology educators have either educational or practical experience with engineering and many have significant misconceptions or a complete lack of knowledge of engineering (Bybee 2011;Cunningham et al 2007). Without additional support, engineering practices may be avoided or misrepresented in the classroom (Purzer et al 2014;Purzer and Quintana-Cifuentes 2019). A recent study indicated that just 29% of high school science classes emphasized real-life applications of science and engineering, 7% differentiated among science and engineering fields, and 5% instructed on how to do engineering (e.g., identifying constraints, optimizing solutions) (Smith 2020).…”

“…In response to the critical need for teacher training, this research examined the influence of an engineering professional development experience on STEM teachers' perceptions of the epistemological value of engineering in classroom instruction, as well as their perceived ability to teach engineering and advise on engineering postsecondary aspirations. Research has suggested the need for studies that iteratively contribute to the refinement of engineering professional development experiences (Peters-Burton and Johnson 2018), particularly in terms of engineering pedagogy, epistemology, and disciplinary practice (Purzer and Quintana-Cifuentes 2019). The current study investigated the involvement of STEM educators in a professional development workshop in engineering design practices, which was part of a 200-h professional development program.…”

Professional Development Activities for Secondary STEM Teachers and Students’ Engineering Content Knowledge and Attitudes

“…In the past few years, there has been a rising interest in incorporating engineering into K-12 education [23]. To meet these demands, it is paramount to better prepare teachers to teach engineering in all grade levels.…”