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International Journal of Technology and Design Education

Erschienen in:

08.09.2015

How an integrative STEM curriculum can benefit students in engineering design practices

verfasst von: Szu-Chun Fan, Kuang-Chao Yu

Erschienen in: International Journal of Technology and Design Education | Ausgabe 1/2017

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Abstract

STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.

Vorheriger Artikel Two-stage hands-on technology activity to develop preservice teachers’ competency in applying science and mathematics concepts

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Titel: How an integrative STEM curriculum can benefit students in engineering design practices
verfasst von: Szu-Chun Fan
Kuang-Chao Yu
Publikationsdatum: 08.09.2015
Verlag: Springer Netherlands
Erschienen in: International Journal of Technology and Design Education / Ausgabe 1/2017
Print ISSN: 0957-7572
Elektronische ISSN: 1573-1804
DOI: https://doi.org/10.1007/s10798-015-9328-x

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