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

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한국지구과학회지 (The Journal of The Korean Earth Science Society)
한국지구과학회 (The Korean Earth Science Society)
초록

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.

목차
Abstract
1. Introduction
2. Method
    2.1. Research Background and LessonDevelopment
    2.2. Subject
    2.3. Data collection
    2.4. Data analysis
3. Results
    3.1. Comparison of students’ CreativeEngineering Problem Solving Propensity (CEPSP)score gain between participating Type I lessonunits and participating Type II lesson units
    3.2. Comparison of students’ perceptionsabout Type I and Type II lesson units
4. Conclusion and Implications
References
저자
  • Younkyeong Nam(Department of Earth Science Education, Pusan National University) Corresponding author
  • Jimin Chae(Department of Earth Science Education, Pusan National University)