Student Learning Outcomes in Science and Engineering Integrated Instruction.

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Bibliographic Details
Title:	Student Learning Outcomes in Science and Engineering Integrated Instruction.
Authors:	Pottmeyer, Laura¹, Mumba, Frackson²
Source:	Journal of STEM Education: Innovations & Research. Apr-Jun2025, Vol. 26 Issue 2, p26-36. 11p.
Subject Terms:	Science education, Engineering design education, Learning, Integrated learning systems, Student teachers, Teacher education, Engineering design
Abstract:	We examined the impact of engineering design integrated science (EDIS) instruction, aligned with the Opportunity to Learn (OTL) framework, on students' learning in science and engineering design, and their perceptions of engineering design process. The study also sought to identify how instruction varying along teacher level factors in the OTL framework enhanced student learning outcomes. Participants were 460 high school students who received EDIS instruction from nine pre-service science teachers (PSTs). PSTs learned about EDIS teaching, planned, and taught EDIS units in high schools during their student teaching. Participant students completed three pre-post assessments to measure their science content knowledge, understanding of engineering design, and perceptions of engineering design process. Data was also collected through the EDIS units. Results show that after instruction students demonstrated significant increase in science content knowledge, understanding of the engineering design process, and perceptions of engineering design process. Multi-level modeling suggests that EDIS instruction in a high OTL environment resulted into greater student learning gains than in a low OTL environment. Results have implications for teacher education, and science and engineering in schools. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	We examined the impact of engineering design integrated science (EDIS) instruction, aligned with the Opportunity to Learn (OTL) framework, on students' learning in science and engineering design, and their perceptions of engineering design process. The study also sought to identify how instruction varying along teacher level factors in the OTL framework enhanced student learning outcomes. Participants were 460 high school students who received EDIS instruction from nine pre-service science teachers (PSTs). PSTs learned about EDIS teaching, planned, and taught EDIS units in high schools during their student teaching. Participant students completed three pre-post assessments to measure their science content knowledge, understanding of engineering design, and perceptions of engineering design process. Data was also collected through the EDIS units. Results show that after instruction students demonstrated significant increase in science content knowledge, understanding of the engineering design process, and perceptions of engineering design process. Multi-level modeling suggests that EDIS instruction in a high OTL environment resulted into greater student learning gains than in a low OTL environment. Results have implications for teacher education, and science and engineering in schools. [ABSTRACT FROM AUTHOR]
ISSN:	15575276
DOI:	10.63504/jstem.v26i2.2721