STEM Integration Curricula Impact on Achievement in STEM: Year 2 Results of a National Science Foundation–Funded Project

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-4 - Fostering Engagement, Motivation, and Achievement in Engineering Education

Abstract

This study presents the results of analyzing the effect of engineering design-based curricula to teach engineering, science and mathematics in grades 4 – 8 in a large scale STEM-integration curriculum project. The results show that higher pretest scores were consistently associated with higher posttest scores across all STEM disciplines. Moreover, students whose teachers developed and implemented engineering design-based curricula for two years demonstrated higher levels of achievement in engineering and mathematics compared to those whose teachers did so for one year.

Authors

• Yadira Peralta, University of Minnesota - Twin Cities

• Selcen Guzey, Purdue University

• Michael R. Harwell, University of Minnesota

• Tamara Jo Moore, Purdue University

• Wei Song, University of Minnesota - Twin Cities