Learning and identity development through integrated engineering instruction in secondary science classrooms

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dc.contributor.advisorSampson, Victor, 1974-
dc.contributor.committeeMemberRiegle-Crumb, Catherine
dc.contributor.committeeMemberCrawford, Richard
dc.contributor.committeeMemberHutner, Todd
dc.creatorChu, Lawrence, Ph. D.
dc.creator.orcid0000-0002-5682-1057
dc.date.accessioned2021-05-25T02:02:04Z
dc.date.available2021-05-25T02:02:04Z
dc.date.created2020-05
dc.date.issued2020-05-07
dc.date.submittedMay 2020
dc.date.updated2021-05-25T02:02:05Z
dc.description.abstractOne of the purposes of this dissertation was to describe the development of an assessment – the ScEnario-Based Assessment of Design (SEAD) – that can be used to measure ability to design solutions to problems using disciplinary core ideas and science and engineering practices. Another was to understand how teacher use of an integrated engineering instructional model – Argument-Driven Engineering (ADE) – during 8th grade science courses affects students’ (a) ability as represented by scores on the SEAD and (b) understanding of science concepts. I also sought to examine how the performance of female students and underrepresented minority (URM) students compared to that of their counterparts in this context. A final purpose was to study the ways integrated instruction affects students’ engineering identity over time. The inclusion of engineering as a core science discipline in national standards is a result of affordances that engineering integration can have on learning outcomes. It is also a response to the call for broadened participation in the engineering workforce. ADE was developed in light of recommendations in the literature to support these outcomes. In this dissertation, I discuss the development of the SEAD and examine student learning and identity development through integrated engineering instruction. The SEAD was designed using an evidence-centered design approach and Rasch methods. I analyze testing and rating scale data using multiple regression and longitudinal multilevel modeling. Focus group data was also collected and analyzed. Students whose teachers enacted the ADE model with high adherence outperformed comparison students on nearly all performance expectations and on a test of science content knowledge. These students also increased more in their engineering recognition over time than comparison students. However, no interactions between enactment group and gender or underrepresented minority status were found on any outcomes. Results provide further evidence that engineering integration benefits relevant learning outcomes and aspects of engineering identity. But less is known about its impacts on improving outcomes for groups underrepresented in the field. This dissertation pushes researchers to examine how combining the use of instructional models with educating teachers on inclusive pedagogical practices can bring about more equitable learning experiences in science classrooms.
dc.description.departmentCurriculum and Instruction
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/2152/86225
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/13176
dc.language.isoen
dc.subjectAssessment development
dc.subjectValidation
dc.subjectRasch measurement
dc.subjectEngineering integration
dc.subjectInstructional models
dc.subjectQuantitative methods
dc.subjectMixed methods
dc.subjectEngineering identity
dc.subjectMultilevel modeling
dc.titleLearning and identity development through integrated engineering instruction in secondary science classrooms
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineScience, Technology, Engineering, and Mathematics (STEM) Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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