The Impact of Design-Based Engineering Curricula on Student Achievement in Engineering, Science, and Mathematics

Autor/inn/en	Guzey, Selcen; Moore, Tamara Jo; Harwell, Michael R.; Moreno, Mario; Peralta, Yadira
Titel	The Impact of Design-Based Engineering Curricula on Student Achievement in Engineering, Science, and Mathematics
Quelle	(2016), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Design; Curriculum; Academic Achievement; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Racial Differences; Ethnicity; Gender Differences; Integrated Curriculum + Suchen Sie Ihr Suchwort? STEM; Curricula; Lehrplan; Rahmenplan; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Ethnizität; Geschlechterkonflikt
Abstract	The importance of STEM education has been broadly discussed in many countries around the world. Recent reforms in the U.S. have focused on the integration of STEM-related subjects as an effort to help students to make connections between STEM disciplines and increase their interest in pursuing STEM-related careers. This study reports the effects of an engineering design-based curriculum to teach engineering, science and mathematics in Grades 4-8. The results show that there was no treatment effect; however, positive effects were found for classrooms where well-designed STEM-integration curriculum implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01