Interdisciplinary STEM through Engineering Design-based Reasoning

Authors

  • Robert Mayes Georgia Southern University 1332 Southern Drive Statesboro, GA 30458
  • Bryon Gallant Georgia Southern University 1332 Southern Drive Statesboro, GA 30458
  • Emma Fettes Richmond Hill High School 1 Wildcat Dr Richmond Hill, GA 31324

DOI:

https://doi.org/10.3991/ijep.v8i3.8026

Keywords:

STEM, Interdisciplinary, Engineering Design, Learning Task

Abstract


Interdisciplinary STEM programs are in demand for United States middle schools (ages 11 to 13 years) and high schools (ages 14 to 18). The Real STEM Project collaborated with 12 schools to develop and implement such programs. We open with a description of the project, including the 21st century STEM reasoning abilities that were proposed as learning outcomes for the STEM programs. We then focus on one of the five reasoning abilities, engineering design-based reasoning, since engineering often serves as a driver for STEM programs. An exemplar of engineering design as a driver for STEM from one of the participating teacher’s classrooms is provided, and a summary of teaching practices supporting interdisciplinary STEM is drawn from the example.

Author Biographies

Robert Mayes, Georgia Southern University 1332 Southern Drive Statesboro, GA 30458

College of Education - Professor

Emma Fettes, Richmond Hill High School 1 Wildcat Dr Richmond Hill, GA 31324

Science department - Teacher

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Published

2018-05-28

How to Cite

Mayes, R., Gallant, B., & Fettes, E. (2018). Interdisciplinary STEM through Engineering Design-based Reasoning. International Journal of Engineering Pedagogy (iJEP), 8(3), pp. 60–68. https://doi.org/10.3991/ijep.v8i3.8026

Issue

Vol. 8 No. 3 (2018)

Section

Papers