How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge? (original) (raw)

Abstract

This study explored the effect of an integrated engineering design-based life sciences unit on middle school students' engagement and science content knowledge, and the role of engagement in predicting their success. Participants were 530 seventh-grade students from rural schools in the Midwest region of the United States. Data included science content pre- and post-assessments and a multidimensional engagement survey. The data were analyzed by conducting paired-sample _t-_tests and multiple regression analysis. Results indicated that students' social engagement increased when they engaged in an integrated engineering design-based life science curriculum unit. Also, students’ pre-assessment scores were found to be the most effective factor for the increase in their science content knowledge.

DOI

10.5703/1288284317294

Akdemir, Zeynep Gonca; Menekse, Muhsin; Anwar, Saira; and Guzey, Siddika Selcen, "How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge?" (2021). Indiana STEM Education Conference. 4.
https://docs.lib.purdue.edu/instemed/2021/briefs/4

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How Does an Integrated STEM Life Sciences Unit Affect Middle School Students' Engagement and Science Content Knowledge?

This study explored the effect of an integrated engineering design-based life sciences unit on middle school students' engagement and science content knowledge, and the role of engagement in predicting their success. Participants were 530 seventh-grade students from rural schools in the Midwest region of the United States. Data included science content pre- and post-assessments and a multidimensional engagement survey. The data were analyzed by conducting paired-sample _t-_tests and multiple regression analysis. Results indicated that students' social engagement increased when they engaged in an integrated engineering design-based life science curriculum unit. Also, students’ pre-assessment scores were found to be the most effective factor for the increase in their science content knowledge.