“That Cross-Curricular Business”: The Engineering Design Process in Mathematics and Science Classrooms

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dc.contributor.authorVomvoridi-Ivanovic, Eugeniaen
dc.contributor.authorLane, Tonisha B.en
dc.contributor.authorCain, Leia K.en
dc.contributor.authorAhmad, Salamen
dc.contributor.authorWillis, Seleneen
dc.contributor.authorGaines, Jonathan E.en
dc.date.accessioned2025-01-29T20:20:22Zen
dc.date.available2025-01-29T20:20:22Zen
dc.date.issued2024-01-13en
dc.description.abstractThe engineering design process (EDP) is one tool teachers can use to facilitate STEM integration. As part of a larger three-year longitudinal research project regarding engineering identity development among middle school youth in a summer robotics outreach program, this study aims to understand teachers’ willingness to incorporate engineering design in their classrooms through an exploration of their perceptions of the EDP, its applications to their subject matter and classroom context, methods of enacting the EDP, and perceived challenges to and supports for doing so. We conducted a qualitative case study and drew our results from focus groups and semi-structured interviews with eight teacher participants. Participants were successful in describing the EDP and its cyclical nature. However, classroom enactment of the EDP was predominantly indirect and often used to solve non-subject-specific classroom problems. Direct enactment was limited to projects already part of the existing curriculum. Issues with instructional resources, lesson planning, time, and student background were the EDP enactment barriers most frequently noted, while supports described were all responses to the identified barriers. The EDP offers a promising way to integrate engineering with math and science. However, additional support is needed for more meaningful classroom enactment of the EDP.en
dc.description.versionPublished versionen
dc.format.extentPages 355-376en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.46743/2160-3715/2024.6065en
dc.identifier.eissn2160-3715en
dc.identifier.issn1052-0147en
dc.identifier.issue1en
dc.identifier.orcidLane, Tonisha [0000-0002-1063-2744]en
dc.identifier.urihttps://hdl.handle.net/10919/124441en
dc.identifier.volume29en
dc.language.isoenen
dc.publisherNova Southeastern Universityen
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/en
dc.subjectcase studyen
dc.subjectteacher professional developmenten
dc.subjectengineering designen
dc.subjectSTEM integrationen
dc.title“That Cross-Curricular Business”: The Engineering Design Process in Mathematics and Science Classroomsen
dc.title.serialThe Qualitative Reporten
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
pubs.organisational-groupVirginia Techen
pubs.organisational-groupVirginia Tech/All T&R Facultyen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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