The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics

Autor/inn/en	Selcen Guzey, S.; Harwell, Michael; Moreno, Mario; Peralta, Yadira; Moore, Tamara J.
Titel	The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics
Quelle	In: Journal of Science Education and Technology, 26 (2017) 2, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-016-9673-x
Schlagwörter	Science Education; Educational Change; Engineering Education; Elementary Secondary Education; Quasiexperimental Design; Instructional Design; Science Curriculum; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Racial Differences; Ethnic Groups; Gender Differences; Special Education; Limited English Speaking; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; STEM Education; Mathematics Tests; Regression (Statistics); Student Characteristics; Teacher Characteristics + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Ingenieurausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Rassenunterschied; Ethnie; Geschlechterkonflikt; Special needs education; Sonderpädagogik; Sonderschulwesen; STEM; Regression; Regressionsanalyse
Abstract	The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4-8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students (n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01