The Impact of a Middle School Engineering Course on Students' Science Knowledge and Affective Measures

• In Event: 64.030 - Engineering and Computer Science in K–12 Contexts

Abstract

Engineering and integrated STEM experiences are being promoted at the K-12 level to increase interest and retention in STEM and to reinforce learning of mathematics and science content. However, research is still emerging regarding best practices for curriculum development, student impacts, and transfer of knowledge across disciplines. The purpose of this study is to investigate the impact of the STEM-ID curriculum, developed as part of a National Science Foundation (NSF)-funded project, on middle school students’ achievement in engineering design, science knowledge, and non-cognitive measures such as science interest and science anxiety. The use of an Engineering Design Process (EDP) conceptual model as a framework for the curriculum is explored as it relates to these outcome variables.

Authors

• Meltem Alemdar, Georgia Institute of Technology

• Jeremy Lingle, Georgia Institute of Technology

• Roxanne Moore, Georgia Insitute of Technology

• Jeff Rosen, Georgia Institute of Technology

• Marion Usselman, Georgia Insitute of Technology