Earticle

초록

영어

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students’ conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students’ conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students’ conceptual understanding using an engineering design activity, called ‘Save the Penguins’, and study on how each step in an engineering design process in this activity enhance students’ conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

목차

ABSTRACT
 Ⅰ. INTRODUCTION
 Ⅱ. LITERATURE REVIEW
  1. STEM Integration Education
  2. Engineering and Science Integration Curriculum
  3. Save the Penguins as an Example of Engineering and Science Integration Curriculum
 Ⅲ. METHODOLOGY
  1. Save the Penguins
  2. Data collections and data analysis
 Ⅳ. RESULTS
  1. Brainstorm of problems in the world and the solutions
  2. How students understand the client’s needs and define the problems
  3. Understanding scientific concepts through the engineering design task
  4. The Heat Transfer Evaluation
  5. Overall results of students’ design
 Ⅴ. DISCUSSIONS
 Ⅵ. CONCLUSION
 REFERENCES
 APPENDIX A

키워드

저자

• Mi-Sun Park [ University of Minnesota ]
• Youn-Kyeong Nam [ University of Minnesota ] Corresponding author
• Tamara Moore [ University of Minnesota ]
• Gillian Roehrig [ University of Minnesota ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  대한지구과학교육학회지 [Journal of the Korean Society of Earth Science Education]

• 간기

  계간

• pISSN

  2005-5668

• eISSN

  2289-0386

• 수록기간

  2008~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 450 DDC 550