![]() ![]() International Journal of STEM Education, 7(1), 1–14. Reviewing assessment of student learning in interdisciplinary STEM education. Dershimer, C., Krajcik, J., Marx, R., & Mamlok-Naaman, R. Journal of Research in Science Teaching, 41(10), 1081–1110. Design-based science and student learning. International Journal of Science and Mathematics Education, 17(5), 863–884. STEM integration in sixth grade: Desligning and constructing paper bridges. The Journal of Educational Research, 110(3), 255–271. Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings. Journal of Education and Learning, 7(2), 63–74. Barriers to successful implementation of STEM education. Selected Materials from Engineering Fundaments and Problem-Solving. Įide., A., Jenison, R., Mashaw, L., & Northup, L. Journal of Educational Measurement, 10(4), 273–279. Scale development: Theory and applications (26 vol.). Journal of engineering education, 94(1), 103–120. ![]() ![]() Engineering design thinking, teaching, and learning. International Journal of Technology and Design Education, 14(1), 61–77. The Grounding of a Discipline: Cognition and Instruction in Technology Education. Journal of science teacher education, 25(2), 197–210. American educator, 15(3), 6–11Ĭunningham, C. Cognitive apprenticeship: Making thinking visible. Hillsdale, NJ: Lawrence Erlbauni AssociatesĬollins, A., Brown, J. Statistical power analyses for the social sciences. Center for Evaluation & Education Policy. British Journal of Psychology, 3, 296–322Ĭenter for Evaluation, Policy, & Research (CEPR) (2019). Some experimental results in the correlation of mental abilities. Situated cognition and the culture of learning. Young adolescent voices: Students’ perceptions of interdisciplinary teaming. Journal of Science Education and Technology, 23(6), 705–720. High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. The Clearing House: A Journal of Educational Strategies Issues and Ideas, 83(2), 39–43. Project-Based Learning for the 21st Century: Skills for the Future. Journal of Behavioral Decision Making, 30(2), 407–419. An Expectancy Theory Approach to Group Coordination: Expertise, Task Features, and Member Behavior. Journal of Science Teacher Education, 30(3), 201–208. Understanding the big picture for science teacher education: The 2018 NSSME+. Boston, MA: Cengage Learningīanilower, E. Journal of science education and technology, 17(5), 454–465. Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal for STEM Education Research, 4(2), 117-137. Factors influencing student STEM learning: Self-efficacy and outcome expectancy, 21st century skills, and career awareness. International Journal of STEM Education, 7(14). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 3(11). A conceptual framework for integrated STEM education. Technology and Engineering Teacher, 72(1), 17-21. Engineering design: Diverse design teams to solve real-world problem. The results of this study indicate that students can learn domain content outside of their course of study. The comparisons between domain and cross-domain knowledge in science and engineering content found no significant differences however, the mean score gain in cross-domain was higher than within the subject domain. The comparison between science and engineering students’ knowledge gain showed that the integrated STEM unit significantly impacts students’ content knowledge. The results indicate that the integrated STEM unit implemented by teacher collaboration increased students’ overall STEM content knowledge. The data were analyzed through the independent samples t-test. This study employed a quasi-experimental nonequivalent comparison group design and collected a total of 1,345 pre/post-test assessments. The researchers constructed a STEM knowledge multiple-choice pre/post-test assessment to assess students’ understanding of these concepts. The integrated STEM unit included entomology, biology, biomimicry, physics, and engineering design content. After completing a two-week teacher professional development workshop, science and engineering technology teachers implemented an exemplar STEM unit called D-BAIT. The following study presents students’ STEM content knowledge achievement after learning an integrated STEM unit taught by science and engineering technology teachers. Integrated Science, Technology, Engineering, and Mathematics (STEM) teaching provides an opportunity for students to learn STEM knowledge across two or more domains. ![]()
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