• Title/Summary/Keyword: Science and engineering

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Analysis of Elementary School Teachers' Laboratory Instruction Process through Experiments from Science Laboratory and Engineering Laboratory (과학적 실험과 공학적 실험에서 초등교사의 수업 과정 분석)

  • Lim, Jae-Keun;Lee, So-Ree;Yang, Il-Ho
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.515-525
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    • 2010

  • The purpose of this study was to analyze of how the elementary school teachers lead their classes of a science laboratory instruction and an engineering laboratory instruction in a science subject class. For this study, science laboratory and engineering laboratory lessons were selected and for each science and engineering laboratory lesson, five elementary school teachers were video-recorded of their lessons. The science and engineering laboratory lessons were analyzed by utilizing processes of the science model and the engineering model based on Schauble et al. (1991). The results of these studies are as follows: In science laboratory instruction, some participants didn't distinguish the difference between the science laboratory goal and the engineering laboratory goal. All of participants used search and end strategy of engineering laboratory for science laboratory lesson. In engineering laboratory instruction, all of participants guided to students engineering laboratory goal and used inferences and search strategy of engineering laboratory. However they didn't use the trial and error strategy or redesign which can be an essential element in engineering and design process. Educational implications are discussed.

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The Role of Science Knowledge Application in Improving Engineering Problem Solving Skills

  • Nam, Younkyeong;Chae, Jimin
    • Journal of the Korean earth science society
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    • v.40 no.4
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    • pp.436-445
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    • 2019

  • This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

  • https://doi.org/10.5467/JKESS.2019.40.4.436 인용 PDF KSCI