Global perspectives and metgodologica innovations in STEM education (original) (raw)
Related papers
International Journal of Education in Mathematics, Science, and Technology (IJEMST), 2023
The study performed a bibliometric analysis on research literature related to 'engineering design process' (EDP) that has emerged as a popular approach for STEM education in K-12. The literature comprised 142 journal articles published from 2011 to 2021. There are three objectives of the study. Firstly, to identify the leading research trends of EDP for STEM education that have developed since the release of A Framework for K-12 Science Education in 2011. This framework is pivotal as it paved the way for the establishment of the Next Generation Science Standards in the United States. Secondly, to discern possible research issues on the aforesaid topic by analyzing the research trends. Lastly, to identify publications and authors that have generated prominent citation impact. Since EDP is an emergent approach for STEM education, fulfilling these three objectives can be conducive in facilitating future researchers to build upon the past foundation of research. In this study, the bibliometric data was identified and exported from Web of Science Core Collection: a database with rich scientific literature. The results identified major research trends and issues on EDP pertaining to professional development, design thinking and computational thinking, STEM competencies, scientific inquiry, and gender gaps in STEM education.
Arab Gulf Journal of Scientific Research
PurposeThe purpose of the current study is to assess Omani teachers’ performance on tasks related to the stages of engineering design. To achieve this, data from an engineering design test was used, and demographic variables that are correlated with this performance were identified.Design/methodology/approachThis descriptive study employed a cross-sectional design and the collection of quantitative data. A sample of preservice science teachers from Sultan Qaboos University (SQU) (n = 70) participated in this study.FindingsFindings showed low and moderate levels of proficiency related to the stages of engineering design. Differences between males and females in terms of performance on engineering design tasks were found, with females scoring higher overall on the assessment. Biology preservice teachers scored higher than teachers from the other two majors (physics and chemistry) in two subscales. There were also differences between teachers studying in the Bachelor of Science (BSc) p...
Eurasia Journal of Mathematics, Science and Technology Education
We reviewed 48 articles related to the engineering design process in science education published from 2010 to 2020. There are several previous literature review studies that analyzed the engineering design process in science education. However, we have not found any that investigates projects, discussed topics, as well as the benefits of the implementation of the engineering design process in science education. The research method used was a systematic literature review. This study analyzed the characteristics of the content based on year of publication, type of publications, countries that implement it, research approach, educational stage, and science content. The findings show that the projects used in the implementation of the engineering design processes in science education varied according to the discussed topics. The benefits of the implementation of the engineering design process in science education include cognitive benefits, procedural (skills) benefits, attitudinal benefits, and a combination of the three benefits.
The Steps of the Engineering Design Process (EDP) in Science Education: A Meta-Analysis
Journal for the Education of Gifted Young Scientists, 2020
Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through projectoriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.
Journal of Education and Training Studies, 2016
Although the currently employed STEM (science, technology, engineering, and mathematics) acronym is of recent origin, dating to the early 2000s (Chute, 2009), the United States has long emphasized the importance of teaching STEM in its public schools. Early efforts, such as Science, the Endless Frontier (Bush, 1945) and the Grinter Report (Grinter, 1955) highlighted benefits of developing K-12 student interest in science and engineering, sought successful strategies for exposing students to such fields, and advocated better preparation for teachers to deliver engineering content and practices (Harris, DeLoatch, Grogan, Peden, & Whinnery, 1994). The National Defense of Education Act buttressed attention to STEM by recommending improvement in mathematics and science in response to Sputnik (Rudolph, 2002). Moreover, publications such as A Nation at Risk (NCEE, 1983) specifically asserted the United States' (U.S.) educational institutions and their pedagogical practices as a reason for the country's rapidly slipping dominance as a global economic leader. In turn, educational reform evoked publication of standards documents (AAAS, 1989, 1993; NRC, 1996) addressing student interest and proficiency in STEM while providing the framework for science, mathematics, and technology to be taught in unison (Wells, 2008). Integrative approaches, such as technological and engineering design, were explicitly promoted by documents such as the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Collectively, these efforts have been instrumental to current Integrative STEM Education (I-STEM ED) (Wells & Ernst, 2012/2015) and preparation of students capable of succeeding in a competitive global economy (Sanders, 2009). However, as school disciplines adopt engineering design as an approach to develop student interest in STEM education and teach multiple subject areas, attention to use of such approaches needs to be better understood.
Science Educators Teaching Engineering Design
Although the currently employed STEM (science, technology, engineering, and mathematics) acronym is of recent origin, dating to the early 2000s (Chute, 2009), the United States has long emphasized the importance of teaching
The qualitative report, 2024
The engineering design process (EDP) is one tool teachers can use to facilitate STEM integration. As part of a larger three-year longitudinal research project regarding engineering identity development among middle school youth in a summer robotics outreach program, this study aims to understand teachers' willingness to incorporate engineering design in their classrooms through an exploration of their perceptions of the EDP, its applications to their subject matter and classroom context, methods of enacting the EDP, and perceived challenges to and supports for doing so. We conducted a qualitative case study and drew our results from focus groups and semi-structured interviews with eight teacher participants. Participants were successful in describing the EDP and its cyclical nature. However, classroom enactment of the EDP was predominantly indirect and often used to solve non-subject-specific classroom problems. Direct enactment was limited to projects already part of the existing curriculum. Issues with instructional resources, lesson planning, time, and student background were the EDP enactment barriers most frequently noted, while supports described were all responses to the identified barriers. The EDP offers a promising way to integrate engineering with math and science. However, additional support is needed for more meaningful classroom enactment of the EDP.
Proceedings of the 2015 International Conference on Innovation in Engineering and Vocational Education, 2016
In this paper, we discuss challenges in designing engineering class that was conducted in a middle school to improve STEM education in Indonesia. Engineering class design was implemented in several schools in US to embed STEM education into school curriculum that emphasized on engineering practice. However, the class design is newly introduced in Indonesia. In fact, the education system differences become a crucial challenge. The class design was created through STEM professional development program, where seven teachers from Muhammadiyah 8 Secondary School in Bandung are involved in it. The class designing method was initiated by giving STEM education knowledge review to improve teacher's knowledge and perception. Furthermore, teachers were divided into two groups to analyze the contents in different level, and then they created big themes that cover several concepts in the contents. Finally, they plan students' STEM based project in a worksheet format that adapted engineering process design. The challenges were analyzed using 3Ps instrument that adopted from Bybee (2013). The result implied they meet challenges in designing the class when they decided the STEM activity purpose, program, and practice, that reflect on time consuming, number of participant, activity location, products, occurred problems, and attained agreement among participant.
Integrating Engineering Design Challenges into Secondary STEM Education
Engineering is being currently taught in the full spectrum of the P-12 system, with an emphasis on design-oriented teaching (Brophy, Klein, Portsmore, & Rogers, 2008). Due to only a small amount of research on the learning of engineering design in elementary and middle school settings, the community of practice lacks the necessary knowledge of the trajectory of students' learning progressions towards design mastery and expertise and the appropriateness of otherwise established design pedagogies.