Design-Based Lessons Foster Equity When Integrating Engineering Into Biology Classrooms

• In Event: English Learners and Equity in Science Education

Abstract

The integration of engineering into science education is challenged by limited research-based, engineering instructional materials and aligned teacher preparation. The INSPIRES educative curriculum was developed to infuse engineering ideas into science classrooms through equitable practices. Our study measures students’ growth in STEM learning outcomes as a function of the INSPIRES curriculum and PD. Post-assessment scores were analyzed with HLM, accounting for student-specific traits. Students identifying as Black and Hispanic significantly outperformed their White peers on design-focused and knowledge/comprehension-level questions, yet performed disproportionately lower on science-focused and synthesis/evaluation-level questions. Since teachers utilized more reformed pedagogies in design- than science-focused lessons, our findings suggest that reformed, design-based, STEM activities foster equity in science classrooms while ‘traditionalizing’ inquiry lessons may widen achievement gaps.

Authors

• Tory H Williams, University of Maryland - Baltimore County

• Christopher R. Rakes, University of Maryland - Baltimore County

• Jonathan E Singer, University of Maryland - Baltimore County

• Jacqueline Krikorian, University of Maryland - Baltimore County

• Julia Ross, University of Maryland - Baltimore County