A comparison of the problem-solving strategies between high school engineering and science students in integrated STEM education

다국어 초록 (Multilingual Abstract)

Given our rapid societal change, the ability to solve problems using interdisciplinary knowledge and skills is becoming increasingly important. To support these educational needs, many international countries have adopted STEM/STEAM education as a core learning platform. However, the fundamental differences of problem-solving strategies within the STEM/STEAM disciplines influence students’ cognitive structures and problem-solving strategies. To investigate the various problem-solving strategies used by science and engineering (technology) students, the researcher recruited six high school students, three from engineering courses and three from science courses. The participant students were taught a STEM/STEAM unit, but the engineering group had only participated in the physical modeling process. After completing the STEM/STEAM lessons, the two groups were given a design task with a structure similar to the integrated lessons. To assess the mental strategies of students, the researcher used the Concurrent-Think Aloud protocol and the seven of Halfin’s codes. The results showed that the engineering students tended to use a variety of problem-solving strategies, while the science students concentrated on solution-oriented strategies. The researcher also confirmed that the engineering students showed various design iterations by revisiting the problem identification process throughout the design process. However, the science students tended to show a limited number of iterations. The design outcomes also showed that the science students yielded many innovative design ideas but failed to provide details for their design solutions. When instructing STEM/STEAM lessons, educators need to utilize authentic instructional strategies to improve students’ integrative problem-solving abilities.

참고문헌 (Reference)

1 이춘식, "미국 STEM 교육의 최신 동향과 딜레마" 한국실과교육학회 25 (25): 101-122, 2012

2 이은상, "기술교과 정보통신기술 단원에서 STEAM 적용 수업이 중학생의 기술적 사고 성향에 미치는 효과" 한국기술교육학회 13 (13): 128-155, 2013

3 Korean Ministry of Education, Science and Technology, "The second basic plan to foster and support the human resources in science and technology (2011-2015)" MEST 2011

4 Duit, R., "The psychology of learning science" Routledge 65-85, 1991

5 DAVID P. CRISMOND, "The Informed Design Teaching and Learning Matrix" Wiley 101 (101): 738-797, 2012

6 Halfin, H. H., "Technology: A process approach" West Virginia University 1973

7 Leona Schauble, "Students' transition from an engineering model to a science model of experimentation" Wiley 28 (28): 859-882, 1991

8 International Technology and Engineering Educators Association (ITEA/ITEEA)., "Standards for technological literacy: Content for the study of technology" International Technology and Engineering Educators Association 2007

9 Corinne Kruger, "Solution driven versus problem driven design: strategies and outcomes" Elsevier BV 27 (27): 527-548, 2006

10 Sanders, M., "STEM, STEM education, STEMmania" 68 (68): 20-26, 2009

11 Ericsson, K. A., "Protocol analysis: Verbal reports as data" MIT Press 1993

12 NGSS Lead States, "Next generation science standards: For states" National Academies Press 2013

13 Patrick Foster, "Must we MST?" Virginia Tech Libraries 6 (6): 1994

14 Felder, R. M., "Learning and teaching styles in engineering education" 78 (78): 674-681, 1998

15 Indiana Department of Education, "Indiana Academic Standards for Science"

16 Todd Kelley, "Examining Elementary School Students’ Transfer of Learning Through Engineering Design Using Think-Aloud Protocol Analysis" Virginia Tech Libraries 28 (28): 2017

17 Bucciarelli, L. L., "Engineering philosophy" Dup Satellite 2003

18 Cross, N., "Engineering design methods: strategies for product design" The Open University 2008

19 권혁수, "Engineering Design: A Facilitator for Science, Technology, Engineering, and Mathematics [STEM] Education" 과학교육연구소 33 (33): 207-219, 2009

20 Cynthia J. Atman, "Engineering Design Processes: A Comparison of Students and Expert Practitioners" Wiley 96 (96): 359-379, 2007

21 Gall, M. D., "Educational research : An introduction" Pearson Education 2007

22 Horst W. J. Rittel, "Dilemmas in a general theory of planning" Springer Nature 4 (4): 155-169, 1973

23 Kees Dorst, "Creativity in the design process: co-evolution of problem–solution" Elsevier BV 22 (22): 425-437, 2001

24 Mosborg, S., "Conceptions of the engineering design process: An expert study of advanced practicing professionals" 2005

25 BRYAN R. LAWSON, "Cognitive Strategies in Architectural Design" Informa UK Limited 22 (22): 59-68, 1979

26 Professor D. B. Bromley, "Academic contributions to psychological counselling. 1. A philosophy of science for the study of individual cases" Informa UK Limited 3 (3): 299-307, 2007