Interdisciplinary STEM through engineering design-based reasoning

Robert Mayes; Bryon Jason Gallant; Emma Fettes

doi:10.3991/ijep.v8i3.8026

Interdisciplinary STEM through engineering design-based reasoning

Robert Mayes
, Bryon Jason Gallant
, Emma Fettes

Middle Grades & Secondary Education

Georgia Southern University

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21^st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher’s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.

Original language	English
Pages (from-to)	60-68
Number of pages	9
Journal	International Journal of Engineering Pedagogy
Volume	8
Issue number	3
DOIs	https://doi.org/10.3991/ijep.v8i3.8026
State	Published - 2018

Scopus Subject Areas

Education
General Engineering

Keywords

Engineering design
STEM reasoning
interdisciplinary STEM

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10.3991/ijep.v8i3.8026

Cite this

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title = "Interdisciplinary STEM through engineering design-based reasoning",

abstract = "Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher{\textquoteright}s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.",

keywords = "Engineering design, STEM reasoning, interdisciplinary STEM",

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PY - 2018

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AB - Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher’s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.

KW - Engineering design

KW - STEM reasoning

KW - interdisciplinary STEM

U2 - 10.3991/ijep.v8i3.8026

DO - 10.3991/ijep.v8i3.8026

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JO - International Journal of Engineering Pedagogy

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IS - 3

ER -

Interdisciplinary STEM through engineering design-based reasoning

Abstract

Scopus Subject Areas

Keywords

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