The Impact of STEM Innovation and Design Courses on Secondary Students' Achievement and Noncognitive Skills

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-3 - Special Topics in Engineering and Computer Science: Engineering Design, Computational Thinking, and Assessment

Abstract

The purpose of this study is to investigate the impact of Science, Technology, Engineering, and Mathematics Innovation and Design (STEM-ID) courses on middle school students’ achievement in engineering design, science and math achievement, and 21st-century skills. Specifically, the Engineering Design Process (EDP) conceptual model is used as a framework for the STEM-ID curriculum to explore impacts on the outcome variables. This paper describes the development, implementation, and results from STEM-ID courses developed for students in 6th, 7th, and 8th grade and implemented in four middle schools. Preliminary results suggest that the courses increased achievement in engineering design, science knowledge, and certain 21st-century skills across grade levels.

Authors

• Meltem Alemdar, Georgia Institute of Technology

• Jeremy Lingle, Georgia Institute of Technology

• Stefanie Anne Wind, The University of Alabama - Tuscaloosa

• Roxanne Moore, Georgia Institute of Technology

• Jeff Rosen, Georgia Institute of Technology