Two Approaches to Engineering Design: Observations in sTEm Education

Kelley, Todd R.; Brenner, Daniel C.; Pieper, Jon T.

doi:10.30707/jste47.2kelley

Cited by 22 publications

(9 citation statements)

References 19 publications

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“…Commonly, the literature suggests that these capabilities are best developed through STEM education practices that use real world contexts and present learners with authentic problems or projects to work upon (e.g. Hefty, 2015; Kelley et al., 2010; Redmond et al., 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

An analysis of Australian STEM education strategies

Murphy

MacDonald

Danaia

et al. 2018

Policy Futures in Education

106

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In December 2015 the Australian state and territory governments endorsed the ‘National STEM School Education Strategy 2016–2026’. Since then, the individual jurisdictions have released their own STEM education strategies that aim to improve student STEM capabilities and aspirations. This paper analyses the various Australian STEM education strategies in relation to six themes informed by research into effective STEM education: STEM capabilities; STEM dispositions; STEM educational practices; Equity; Trajectories; and Educator capacities. The analysis shows that Australia’s STEM education strategies focus on actions aimed at building student STEM capabilities, particularly through inquiry and problem-based learning, and enhancing educator capacity. The strategies recognise student STEM learning trajectories and pay particular attention to the importance of early childhood STEM education, as well as the ways in which students’ potential career pathways might be influenced. However, less emphasis is placed on supporting key transitions in STEM education, developing student STEM dispositions, and addressing equity issues in STEM.

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Section: Literature Reviewmentioning

confidence: 99%

An analysis of Australian STEM education strategies

Murphy

MacDonald

Danaia

et al. 2018

Policy Futures in Education

106

View full text Add to dashboard Cite

show abstract

“…Students in these types of programs complete a series of program specific pre‐engineering courses with corresponding laboratory experiences, in conjunction with their general academic curriculum, to prepare them for post‐secondary success in this specific field (Lynch, Peters‐Burton, & Ford, ). In a review of engineering curriculum programs, Kelley, Brenner, and Pieper () found that EOPs were effective in helping students develop problem‐solving abilities. Silk et al () posited that design science programs such as these encourage students to be active learners who are responsible for creating and evaluating ideas and designs while gaining feedback from peers and the classroom community via justifying rationale and explanations from their inquiry.…”

Section: Four Approaches To Stem Educationmentioning

confidence: 99%

A Study of Student Engagement in Project‐Based Learning Across Multiple Approaches to STEM Education Programs

Hall

Miro

2016

School Sci & Mathematics

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Objective: In this study, we investigated the implementation of project‐based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student‐Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher‐level questioning strategies, higher‐order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non‐traditional STEM courses. In‐service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.

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“…For example, Kelley et al (2010) found that even among students who had completed advanced courses in mathematics, very little mathematics was employed to solve problems during the design process. In addition, Taraban et al (2007) noted that many engineering students lacked the flexibility to apply higher-order thinking skills and continued to use low-level conceptual knowledge to solve problems.…”

Section: Introductionmentioning

confidence: 98%

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

Fan

2015

Int J Technol Des Educ

138

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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.

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Two Approaches to Engineering Design: Observations in sTEm Education

Cited by 22 publications

References 19 publications

An analysis of Australian STEM education strategies

An analysis of Australian STEM education strategies

A Study of Student Engagement in Project‐Based Learning Across Multiple Approaches to STEM Education Programs

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

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