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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
FullText Links:
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  Data: Student Learning Outcomes in Science and Engineering Integrated Instruction
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+STEM+Education%3A+Innovations+and+Research%22"><i>Journal of STEM Education: Innovations and Research</i></searchLink>. 2025 26(2):26-36.
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  Data: Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: https://www.jstem.org
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  Data: National Science Foundation (NSF), Division of Undergraduate Education (DUE)<br />National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
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  Data: 1526-2367<br />1557-5284
– Name: Abstract
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  Data: 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.
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  Data: EJ1478881
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        Value: 10.63504/jstem.v26i2.2721
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 26
    Subjects:
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Guidelines
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      – SubjectFull: Design
        Type: general
      – SubjectFull: Science Education
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      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Science Teachers
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Units of Study
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      – SubjectFull: College School Cooperation
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      – TitleFull: Student Learning Outcomes in Science and Engineering Integrated Instruction
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            NameFull: Frackson Mumba
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