Student Learning Outcomes in Science and Engineering Integrated Instruction
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| Title: | Student Learning Outcomes in Science and Engineering Integrated Instruction |
|---|---|
| Language: | English |
| Authors: | Laura Pottmeyer, Frackson Mumba |
| Source: | Journal of STEM Education: Innovations and Research. 2025 26(2):26-36. |
| Availability: | Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) National Science Foundation (NSF), Division of Engineering Education and Centers (EEC) |
| Contract Number: | 1439858 1636443 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Outcomes of Education, STEM Education, Guidelines, Design, Science Education, Engineering Education, High School Students, Interdisciplinary Approach, Preservice Teachers, Teacher Education Programs, Science Teachers, Student Attitudes, Units of Study, College School Cooperation |
| DOI: | 10.63504/jstem.v26i2.2721 |
| ISSN: | 1526-2367 1557-5284 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478881 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1526-2367 1557-5284 |
| DOI: | 10.63504/jstem.v26i2.2721 |
