The Impacts of Two Curricula on Middle-Level Students' Engineering Understanding

Autor/inn/en	Driessen, Emily P.; Wilhelm, Jennifer; Cole, Merryn; Dunn, Ashley; Anderson, Kameisha
Titel	The Impacts of Two Curricula on Middle-Level Students' Engineering Understanding
Quelle	In: Journal of Educational Research, 116 (2023) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Driessen, Emily P.) ORCID (Cole, Merryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2158156
Schlagwörter	Middle School Students; Engineering Education; Science Curriculum; Student Attitudes; Interdisciplinary Approach; Teaching Methods; Instructional Effectiveness; Public Schools; Grade 7; Technical Occupations; Kentucky + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ingenieurausbildung; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; Technical occupation; Technischer Beruf
Abstract	K-12 science teachers in the United States are encouraged to teach their students engineering. When incorporating engineering into their science curricula, teachers commonly either focus on: (1) engineering and lace science throughout; or (2) science and lace engineering throughout. This study explores middle school students' nature of engineering understanding before and after instruction with different engineering foci through the collection and analysis of student surveys (n~200) and interviews (n = 16). Findings demonstrated centering science while lacing engineering throughout allowed for a slight increase in the understanding that engineers use science and math, however, centering engineering allowed students to understand many more attributes of engineers (i.e., engineers invent/design/create, improve things, fix, and solve problems) after instruction than they did prior to instruction. These findings and their limitations are discussed in relation to the developing Nature of Engineering framework and the new content demands of the U.S. Next Generation Science Standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01