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

Autor/inn/en	Guzey, S. Selcen; Ring-Whalen, Elizabeth A.; Harwell, Michael; Peralta, Yadira
Titel	Life STEM: A Case Study of Life Science Learning through Engineering Design
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guzey, S. Selcen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9860-0
Schlagwörter	Biological Sciences; Middle School Teachers; Middle School Students; Secondary School Science; Science Instruction; Teaching Methods; Science Achievement; STEM Education; Language Usage; Engineering Education; Student Interests + Suchen Sie Ihr Suchwort? Abwasserbiologie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Sprachgebrauch; Ingenieurausbildung; Studieninteresse
Abstract	The emphasis of reform-oriented science education today focuses on engineering integration in K-12 science classrooms. However, there is little research, particularly longitudinal research, on how different approaches to engineering integration influence student learning and interest. To address this gap in the literature, this study analyzed a middle school life science teacher's enactment of three design-focused life science units and student performances over a 3-year period. Findings indicate that the design and enactment of each unit reflects a unique engineering integration approach: add on, implicit, and explicit. Moreover, the ways the teacher talked about engineering varied among each curriculum unit. Through the analyses of 330 students' pre- and post-content tests and interest surveys as well as videotaped classroom instruction, we found that explicit engineering integration and engineering language use in classroom instruction resulted in higher student learning gains in science and engineering, but they did not have significant effects on students' interest in science and engineering. We explore the implications for curricular materials and discuss a need for long-term professional development and support for teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01