Life STEM: A Case Study of Life Science Learning Through Engineering Design

Guzey, S. Selcen; Dare, Emily A.; Harwell, Michael R.; Peralta, Yadira

doi:10.1007/s10763-017-9860-0

Cited by 54 publications

(42 citation statements)

References 24 publications

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“…In the same study, Mr. Evans described that he believes that treating his students as engineers motivates them and increases their engagement. When compared to students of other middle school teachers using the same curriculum in their middle school life science classes, Mr. Evans's students performed significantly higher on science posttests after completion of the unit (Guzey et al, ). We also studied Mr. Evans's use of teacher talk strategies such as asking thought‐provoking questions and elaborating on students' responses during implementations of three STEM units over 3 years (Guzey & Ring‐Whalen, ).…”

Section: Methodsmentioning

confidence: 99%

“…To address this issue, our recent work has studied a variety of teaching pedagogies and classroom talk in engineering and science units (Aranda et al, 2018;Guzey & Ring-Whalen, 2018;Guzey, Ring-Whalen, Harwell, & Peralta, 2019). In these studies, one teacher's classroom practices heavily reflected the pedagogies espoused in our professional development program as well as demonstrated ways to overcome the challenges to practice laid out by Bybee (2013).…”

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confidence: 99%

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Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

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Background Integration of engineering into middle school science and mathematics classrooms is a key aspect of STEM integration. However, successful pedagogies for teachers to use engineering talk in their classrooms are not fully understood. Purpose/Hypothesis This study aims to address this need with the research question: How does a middle school life science teacher use engineering talk during an engineering design‐based STEM integration unit? Design/Method This case study examined the talk of a teacher whose students demonstrated high levels of learning in science and engineering throughout a three‐year professional development program. Transcripts of whole‐class verbal interactions for 18 class periods in the life science‐based STEM integration unit were analyzed using a theoretical framework based on the Framework for Quality K‐12 Engineering Education. Results The teacher used talk to integrate engineering in a variety of ways, skillfully weaving engineering throughout the unit. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions, and aligned individual lessons and the overall unit with the engineering design process. He stayed true to the context of the engineering challenge and treated the students as young engineers. Conclusions This teacher's talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. These findings have the potential to improve how educators and curricula developers utilize engineering teacher talk to support STEM integration.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Engineering as the integrator: A case study of one middle school science teacher's talk

Johnston

Akarsu

Moore

et al. 2019

J of Engineering Edu

Self Cite

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show abstract

“…About pedagogy knowledge, teachers might be challenged with how to teach integration. Most of the specific method courses in training institutes are taught separately [54] and curricular activities need to be taught alternatively depending on subject features [55,56]. Therefore, teachers need to shift their habits of teaching to transfer across STEM sub-subjects' boundaries to approach successful STEM education [57].…”

Section: Being a Stem Thinker Before A Stem Teacher For The Stem Educmentioning

confidence: 99%

Measuring Teachers’ Perceptions to Sustain STEM Education Development

et al. 2020

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The 2030 Agenda for Sustainable Development emphasized teachers as the cornerstone for the betterment of education. Teachers' practices are strongly affected by teachers' perceptions. The purpose of this study was to identify teachers' perceptions to sustain STEM education development, regarding STEM education, STEM competencies, and difficulties in STEM implementation. We collected the data from 186 Vietnamese teachers, including STEM sub-field teachers and no STEM sub-field teachers. We used a survey method to capture teachers' perceptions of STEM education. The one-way ANOVA was employed to examine the differences in teachers' perceptions of STEM education in terms of the categorization of teaching experience, education background, and teaching subjects. The quantitative analysis showed that most Vietnamese teachers had positive views on STEM education. The higher educational background teachers and science teachers have the highest statistically significant scores in (1) STEM education, (2) STEM competencies, and (3) difficulties in implementation. The novice teachers have more positive views of STEM education, in terms of a better understanding of STEM education and assessing STEM competencies as being more valuable. There are no statistically significant differences in teachers' difficulties among teaching experience groups. These results provide valuable information to design effective teacher professional development to sustain STEM education.

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“…Finally, teachers' emphasis on making these connections explicit have been found to increase student learning. Guzey and colleagues found that, over three years of teaching integrated STEM, a teacher went from implicit integration to more explicit integration, and each year, his students had more learning gains in the relevant science gains than the year before (Guzey, Ring-Whalen, Harwell, & Peralta, 2017). While these curricula and teacher pedagogical factors are not all of the factors encompassing the connection of standards-based content to engineering design, the literature presented here shows some of what is possible and some pitfalls to be avoided when implementing engineering integration targeted at increasing science and mathematics content knowledge.…”

Section: The Engineering In K-12 Education: Understanding the Status mentioning

confidence: 99%

Supporting Engineering Design Ideas with Science and Mathematics: A Case Study of Middle School Life Science Students

Mathis

Siverling

Moore

et al. 2018

International Journal of Education in Mathematics, Science and Technology

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Life STEM: A Case Study of Life Science Learning Through Engineering Design

Cited by 54 publications

References 24 publications

Engineering as the integrator: A case study of one middle school science teacher's talk

Engineering as the integrator: A case study of one middle school science teacher's talk

Measuring Teachers’ Perceptions to Sustain STEM Education Development

Supporting Engineering Design Ideas with Science and Mathematics: A Case Study of Middle School Life Science Students

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