Using Engineering Design in Technology Education

Design as the basis for integrated STEM education: A philosophical framework

“…Design is the primary methodology of technology which is more intuitive than engineering design (De Vries, 2018;Seery et al, 2022) as it has an element of trial and error to it (Williams, 2011) and is in itself "an independent epistemic praxis" (Ammon, 2017, p. 495); thus, it is largely associated with the reflective practice paradigm. However, this type of design also features in engineering (De Vries, 2018;Sung and Kelley, 2022), and engineering is actually a sub-set of the broad area of technology (Williams, 2011). Based on Dorst's (1997) dual model we suggest a definition of design as the combination of the two approaches to design; rational problem solving which is largely associated with conceptual knowledge production, and reflective practice which is to a great extent connected with procedural knowledge production.…”

“…Models are simplified representations of phenomena. Modeling is therefore used in all STEM subjects, either to represent reality as in science, to represent algorithms as in mathematics, or to represent something that does not exist, for instance, an object or system being innovated, as in engineering and technology (Gilbert et al, 2000;Norström, 2014;Sung and Kelley, 2022). In engineering design, not only engineering and technological modeling are included, but also scientific and mathematical modeling.…”

“…As opposed to incidental interaction between the STEM subjects-and in order to establish a real connection between them-De Vries (2018,2021) suggests the use of particular technological design challenges around authentic problems in which engineering principles, scientific concepts and mathematical ways of thinking are essential for finding solutions to the challenge. Thus, he advocates an approach where there is knowledge development in all STEM subjects simultaneously, and not merely the application of existing knowledge related to them-similar to how it happens in practice in engineering design projects (Sung and Kelley, 2022). When students' intuitive ideas are challenged in such design projects, they will inquire and perform experiments to understand scientific phenomena that relate to the given problem-scientific design.…”

“…Kelley and Knowles (2016) view engineering design as an important component in the integration with science, mathematics, and technology in STEM education, although, for them, it is the community of practice that is the actual integrator (cf. Hacker, 2018;Han et al, 2022;Sung and Kelley, 2022). When considering integrating STEM education components, however, design can become the situated platform and methodology for STEM learning (Hallström et al, 2022).…”

“…The centrality of design is also largely confirmed by recent empirical studies on integrated STEM education. For example, it is suggested that design connects STEM education to real-world practices and makes students better at applying disciplinary knowledge in the individual STEM subjects (e.g., English and King, 2015;Lin et al, 2021;Hallström et al, 2022;Sung and Kelley, 2022).…”