The steps of the Engineering Design Process (EDP) in science education: A systematic literature review

Year 2020, , 1345 - 1360, 15.12.2020

Nanang Winarno , Dadi Rusdiana , Achmad Samsudin , Eko Susilowati Nur Ahmad Ratih Mega Ayu Afifah

https://doi.org/10.17478/jegys.766201

Cited By: 5

Abstract

Engineering is one of the crucial parts of STEM Education. The Engineering Design Process (EDP) is a new trend within science education reform. Most science teachers lack information regarding the usage of EDP in learning science. This study aims to review 40 articles from reputable international journals such as indexed by Scopus and Web of Science (WoS), which explains the steps of the EDP used in science education. The articles selected for review were the ones published in the last ten years, from 2011 to 2020. Some previous literature review studies focused on the EDP through project-oriented capstone courses, the EDP in middle school settings, and how to implement the EDP in science learning. However, this study focuses on the steps of the EDP used in science education (Science, Physics, Biology, Chemistry, and a combination of science with other disciplines). In addition, this research also explains the strengths and weaknesses of EDP in science education. The research approach used was a systematic literature review. This study analyzed the representation of research according to their general characteristics consists of type of publication, year of publication, country, research approach, educational level, and science content. This study found that research on the EDP that is implemented at the university level is still limited, especially on subjects related to interdisciplinary knowledge. Furthermore, the steps of the EDP used in science education differ from one research to another. The most commonly used steps of the EDP are defining the problem, building, testing, evaluating, and redesigning. There are also several obstacles to the implementation of the EDP in science education. Regardless, the implementation has a positive influence on students, undergraduate students, teachers, or others. The results of this study provide an overview of how to implement the EDP in science education. Thus, it can be used as a reference for stakeholders in the field of science education when implementing EDP in their learning.

Keywords

STEM Education, Engineering Design Process, Science Education, Systematic Reviews

Thanks

We would like to thank the Penelitian Disertasi Doktor Kemenristek Dikti for supporting this research.

References

• Arık, M., & Topçu, M. S. (2020). Implementation of Engineering Design Process in the K-12 Science Classrooms: Trends and Issues. Research in Science Education, 1-23. https://doi.org/10.1007/s11165-019-09912-x
• Awad, N., & Barak, M. (2018). Pre-service Science Teachers Learn a Science, Technology, Engineering, and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves, and Communication Systems. EURASIA Journal of Mathematics, Science and Technology Education, 14 (4).1431-1451. https://doi.org/10.29333/ejmste/83680
• Aydin-Gunbatar, S., Tarkin-Celikkiran, A., Kutucu, E. S., & Ekiz-Kiran, B. (2018). The influence of a design-based elective STEM course on pre-service chemistry teachers’ content knowledge, STEM conceptions, and engineering views. Chemistry Education Research and Practice, 19(3), 954-972. http://dx.doi.org/10.1039/c8rp00128f
• Bamberger, Y. M., & Cahill, C. S. (2013). Teaching design in middle-school: Instructors’ concerns and scaffolding strategies. Journal of Science Education and Technology, 22(2), 171-185. https://doi.org/10.1007/s10956-012-9384-x
• Berland, L. K., Martin, T. H., Ko, P., Peacock, S. B., Rudolph, J. J., & Golubski, C. (2013). Student learning in challenge-based engineering curricula. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 53-64. https://doi.org/10.7771/2157-9288.1080
• Berland, L., Steingut, R., & Ko, P. (2014). High school student perceptions of the utility of the engineering design process: Creating opportunities to engage in engineering practices and apply math and science content. Journal of Science Education and Technology, 23(6), 705-720. https://doi.org/10.1007/s10956-014-9498-4
• Boyle, J. (2019). Teaching gravitational waves in the lower secondary school. Part III. Monitoring the effect of a STEM intervention on students’ attitudes, self-efficacy, and achievement. Physics Education, 54(2), 025007. https://doi.org/10.1088/1361-6552/aaf771
• Capobianco, B. M. (2011). Exploring a science teacher’s uncertainty with integrating engineering design: An action research study. Journal of Science Teacher Education, 22(7), 645-660. https://doi.org/10.1007/s10972-010-9203-2
• Capobianco, B.M., Yu, J.H. & French, B.F. (2014). Effects of Engineering Design-Based Science on Elementary School Science Students’ Engineering Identity Development across Gender and Grade. Res Sci Educ 45, 275–292. https://doi.org/10.1007/s11165-014-9422-1
• Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342-376. http://dx.doi.org/10.1002/sce.21325
• Chao, J., Xie, C., Nourian, S., Chen, G., Bailey, S., Goldstein, M. H., ... & Tutwiler, M. S. (2017). Bridging the design‐science gap with tools: Science learning and design behaviors in a simulated environment for engineering design. Journal of Research in Science Teaching, 54(8), 1049-1096. http://dx.doi.org/10.1002/tea.21398
• Chase, C. C., Malkiewich, L., & S Kumar, A. (2019). Learning to notice science concepts in engineering activities and transfer situations. Science Education, 103(2), 440-471. http://dx.doi.org/10.1002/sce.21496
• Chen, Y., & Chang, C. C. (2018). The Impact of an Integrated Robotics STEM Course with a Sailboat Topic on High School Students’ Perceptions of Integrative STEM, Interest, and Career Orientation. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), 1-19. https://doi.org/10.29333/ejmste/94314
• Chiu, J. L., & Linn, M. C. (2011). Knowledge integration and wise engineering. Journal of Pre-College Engineering Education Research (J-PEER), 1(1), 1-14. https://doi.org/10.7771/2157-9288.1026
• Crotty, E. A., Guzey, S. S., Roehrig, G. H., Glancy, A. W., Ring-Whalen, E. A., & Moore, T. J. (2017). Approaches to integrating engineering in STEM units and student achievement gains. Journal of Pre-College Engineering Education Research (J-PEER), 7(2), 1-14. https://doi.org/10.7771/2157-9288.1148
• Deveci, İ., & Çepni, S. (2017). Studies Conducted on Entrepreneurship in Science Education: Thematic Review of Research. Journal of Turkish Science Education (TUSED), 14(4). 126-143. http://www.tused.org/index.php/tused/article/view/178
• Dohn, N. B. (2013). Situational interest in engineering design activities. International Journal of Science Education, 35(12), 2057-2078. http://dx.doi.org/10.1080/09500693.2012.757670
• Dutson, A. J., Todd, R. H., Magleby, S. P., & Sorensen, C. D. (1997). A review of literature on teaching engineering design through project‐oriented capstone courses. Journal of Engineering Education, 86(1), 17-28. https://doi.org/10.1002/j.2168-9830.1997.tb00260.x
• Dyrberg, N. R., & Holmegaard, H. T. (2018). Motivational patterns in STEM education: a self-determination perspective on first-year courses. Research in Science & Technological Education, 37(1), 90-109. https://doi.org/10.1080/02635143.2017.1421529
• English, L. D., Hudson, P. B., & Dawes, L. (2012). Engineering design processes in seventh-grade classrooms: Bridging the engineering education gap. European Journal of Engineering Education, 37(5), 436-447. http://dx.doi.org/10.1080/03043797.2012.708721
• English, L. D., Hudson, P. B., & Dawes, L. A. (2013). Engineering based problem solving in the middle school: Design and construction with simple machines. Journal of Pre-College Engineering Education Research, 3(2), 1-13. https://doi.org/10.7771/2157-9288.1081
• English, L. D., King, D., & Smeed, J. (2016). Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings. The Journal of Educational Research, 110(3), 255-271. http://dx.doi.org/10.1080/00220671.2016.1264053
• Ercan, S., Bozkurt Altan, E., Taştan, B., & Dağ, İ. (2016). Integrating GIS into Science Classes to Handle STEM Education. Journal of Turkish Science Education (TUSED), 13. (Special Issue), 30-43. http://tused.org/index.php/tused/article/view/557
• Fan, S. C., & Yu, K. C. (2015). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27(1), 107-129. https://doi.org/10.1007/s10798-015-9328-x
• Gough, D., Oliver, S., & Thomas, J. (Eds.). (2017). An introduction to systematic reviews. Sage.
• Gudiño Paredes, S. (2018). Innovating science teaching with a transformative learning model. Journal of Education for Teaching, 44(1), 107-111. https://doi.org/10.1080/02607476.2018.1422619
• Guzey, S. S., Harwell, M., Moreno, M., Peralta, Y., & Moore, T. J. (2016). The impact of design-based STEM integration curricula on student achievement in engineering, science, and mathematics. Journal of Science Education and Technology, 26(2), 207-222. https://doi.org/10.1007/s10956-016-9673-x
• Guzey, S. S., Ring-Whalen, E. A., Harwell, M., & Peralta, Y. (2017). Life STEM: A case study of life science learning through engineering design. International Journal of Science and Mathematics Education, 17(1), 23-42. https://doi.org/10.1007/s10763-017-9860-0
• Hammack, R., Ivey, T. A., Utley, J., & High, K. A. (2015). Effect of an engineering camp on students’ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research (J-PEER), 5(2), 10-21. http://dx.doi.org/10.7771/2157-9288.1102
• Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing Students' Creativity through STEM Project-Based Learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271
• Hanif, S., Wijaya, A. F. C., Winarno, N., & Salsabila, E. R. (2019, November). The use of STEM project-based learning toward students’ concept mastery in learning light and optics. In Journal of Physics: Conference Series (Vol. 1280, No. 3, p. 032051). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1280/3/032051/meta
• Hertel, J. D., Cunningham, C. M., & Kelly, G. J. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education, 39(9), 1194-1217. http://dx.doi.org/10.1080/09500693.2017.1317864
• Huri, N. H. D., & Karpudewan, M. (2019). Evaluating the effectiveness of Integrated STEM-lab activities in improving secondary school students’ understanding of electrolysis. Chemistry Education Research and Practice. 20(3), 495-508. https://doi.org/10.1039/C9RP00021F
• Hynes, M. M. (2012). Middle-school teachers’ understanding and teaching of the engineering design process: A look at subject matter and pedagogical content knowledge. International journal of technology and design education, 22(3), 345-360. https://doi.org/10.1007/s10798-010-9142-4
• Jayarajah, K., Saat, R. M., Rauf, A., & Amnah, R. (2014). A Review of Science, Technology, Engineering & Mathematics (STEM) Education Research from 1999-2013: A Malaysian Perspective. Eurasia Journal of Mathematics, Science & Technology Education, 10(3). 155-163. https://doi.org/10.12973/eurasia.2014.1072a
• Johnston, A. C., Akarsu, M., Moore, T. J., & Guzey, S. S. (2019). Engineering as the integrator: A case study of one middle school science teacher's talk. Journal of Engineering Education, 108(3), 418-440. https://doi.org/10.1002/jee.20286
• Kang, et al. (2019). How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439. https://doi.org/10.1002/sce.21492
• King, D., & English, L. D. (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education, 38(18), 2762-2794. https://doi.org/10.1080/09500693.2016.1262567
• Lammi, M., Denson, C., & Asunda, P. (2018). Search and review of the literature on engineering design challenges in secondary school settings. Journal of Pre-CollegeEngineering Education Research (J-PEER), 8(2), 49-66. https://docs.lib.purdue.edu/jpeer/vol8/iss2/5
• Lie, R., Aranda, M. L., Guzey, S. S., & Moore, T. J. (2019). Students’ views of design in an engineering design-based science curricular unit. Research in Science Education, 1-21. https://doi.org/10.1007/s11165-018-9813-9
• Lin, K. Y., Hsiao, H. S., Chang, Y. S., Chien, Y. H., & Wu, Y. T. (2018). The effectiveness of using 3D printing technology in STEM project-based learning activities. EURASIA Journal of Mathematics, Science and Technology Education, 14 (12), 1-13. https://doi.org/10.29333/ejmste/97189
• Maeng, J. L., Whitworth, B. A., Gonczi, A. L., Navy, S. L., & Wheeler, L. B. (2017). Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial. International Journal of Science Education, 39(11), 1529-1548. http://dx.doi.org/10.1080/09500693.2017.1340688
• Martín-Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of the literature. Science Education. 1-24. https://doi.org/10.1002/sce.21522
• Marulcu, I., & Barnett, M. (2013). Fifth graders’ learning about simple machines through engineering design-based instruction using LEGO™ materials. Research in Science Education, 43(5), 1825-1850. https://doi.org/10.1007/s11165-012-9335-9
• McFadden, J., & Roehrig, G. (2018). Engineering design in the elementary science classroom: supporting student discourse during an engineering design challenge. International Journal of Technology and Design Education, 29(2), 231-262. https://doi.org/10.1007/s10798-018-9444-5
• Mesutoglu, C., & Baran, E. (2020). Examining the Development of Middle School Science Teachers’ Understanding of Engineering Design Process. International Journal of Science and Mathematics Education, 1-21. https://doi.org/10.1007/s10763-019-10041-0
• Mesutoglu, C., & Baran, E. (2020). Integration of engineering into K-12 education: a systematic review of teacher professional development programs. Research in Science & Technological Education, 1-19. https://doi.org/10.1080/02635143.2020.1740669
• Nurtanto, M., Pardjono, P., Widarto, W., & Ramdani, S. D. (2020). The Effect of STEM-EDP in Professional Learning on Automotive Engineering Competence in Vocational High School. Journal for the Education of Gifted Young Scientists, 8(2), 633-649. http://dx.doi.org/10.17478/jegys.645047
• Park, D. Y., Park, M. H., & Bates, A. B. (2016). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294. https://doi.org/10.1007/s10763-016-9776-0
• Pimthong, P., & Williams, J. (2018). Preservice teachers’ understanding of STEM education. Kasetsart Journal of Social Sciences, 41(2), 289-295. https://doi.org/10.1016/j.kjss.2018.07.017
• Pleasants, J., Olson, J. K., & De La Cruz, I. (2020). Accuracy of Elementary Teachers' Representations of the Projects and Processes of Engineering: Results of a Professional Development Program. Journal of Science Teacher Education, 1-22. https://doi.org/10.1080/1046560X.2019.1709295
• Radloff, J., & Capobianco, B. M. (2019). Investigating elementary teachers’ tensions and mitigating strategies related to integrating engineering design-based science instruction. Research in Science Education, 1-20. https://doi.org/10.1007/s11165-019-9844-x
• Samsudin, M. A., Jamali, S. M., Zain, A. N. M., & Ebrahim, N. A. (2020). The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students. Journal of Turkish Science Education, 17(1), 94-108. https://doi.org/10.36681/tused.2020.15
• Schnittka, C. G. (2011). Engineering education in the science classroom: A case study of one teacher’s disparate approach with ability-tracked classrooms. Journal of Pre-College Engineering Education Research (J-PEER), 2(1), 35-48. http://dx.doi.org/10.5703/1288284314654
• Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2016). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. EURASIA Journal of Mathematics, Science and Technology Education, 13(5), 1189-1211. https://doi.org/10.12973/eurasia.2017.00667a
• Siew, N. M., Goh, H., & Sulaiman, F. (2016). Integrating Stem In An Engineering Design Process: The Learning Experience Of Rural Secondary School Students In An Outreach Challenge Program. Journal of Baltic Science Education, 15(4). 477-493. http://journals.indexcopernicus.com/abstract.php?icid=1217790
• Susilowati, E., Miriam, S., Suyidno, S., Sholahuddin, A., & Winarno, N. (2020, March). Integration of Learning Science, Technology, Engineering, and Mathematics (STEM) in The Wetland Environment Area to Increase Students’ Creativity. In Journal of Physics: Conference Series (Vol. 1491, No. 1, p. 012047). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1491/1/012047/meta
• Syukri, M., Halim, L., Mohtar, L. E., & Soewarno, S. (2018). The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills. Jurnal Pendidikan IPA Indonesia, 7(1), 66-75. https://doi.org/10.15294/jpii.v7i1.12297
• Tawfik, A., Trueman, R. J., & Lorz, M. M. (2014). Engaging non-scientists in STEM through problem-based learning and service learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 76-84. https://doi.org/10.7771/1541-5015.1417
• Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
• Tsai, H. Y., Chung, C. C., & Lou, S. J. (2018). Construction and development of iSTEM learning model. Eurasia J. Math. Sci. Technol. Educ, 14(1), 15-32. https://doi.org/10.12973/ejmste/78019
• Valtorta, C. G., & Berland, L. K. (2015). Math, science, and engineering integration in a high school engineering course: A qualitative study. Journal of Pre-College Engineering Education Research (J-PEER), 5(1), 15-29. https://doi.org/10.7771/2157-9288.1087
• Ward, L., Lyden, S., Fitzallen, N., & León de la Barra, B. (2016). Using engineering activities to engage middle school students in physics and biology. Australasian Journal of Engineering Education, 20(2), 145-156. http://dx.doi.org/10.1080/22054952.2015.1130092
• Watkins, J., McCormick, M., Wendell, K. B., Spencer, K., Milto, E., Portsmore, M., & Hammer, D. (2018). Data‐based conjectures for supporting responsive teaching in engineering design with elementary teachers. Science Education, 102(3), 548-570. https://doi.org/10.1002/sce.21334
• Wendell, K. B., & Rogers, C. (2013). Engineering design‐based science, science content performance, and science attitudes in elementary school. Journal of Engineering Education, 102(4), 513-540. https://doi.org/10.1002/jee.20026
• Wendell, K. B., Swenson, J. E., & Dalvi, T. S. (2019). Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design. Journal of Research in Science Teaching, 56(7), 956-982. http://dx.doi.org/10.1002/tea.21541
• Wendell, K. B., Wright, C. G., & Paugh, P. (2017). Reflective decision‐making in elementary students' engineering design. Journal of Engineering Education, 106(3), 356-397. https://doi.org/10.1002/jee.20173
• Winarno, N., Widodo, A., Rusdiana, D., Rochintaniawati, D., & Afifah, R. M. A. (2019, April). Pre-service Science Teachers' Conceptual Understanding of Integrated Science Subject: A Case Study. In Journal of Physics: Conference Series (Vol. 1204, No. 1, p. 012104). IOP Publishing. https://iopscience.iop.org/article/10.1088/1742-6596/1204/1/012104
• Winarno, N., Rusdiana, D., Riandi, R., Susilowati, E., & Afifah, R. M. A.(2020). Implementation of Integrated Science Curriculum: A Critical Review of the Literature. Journal for the Education of Gifted Young Scientists, 8(2), 795-815. http://dx.doi.org/10.17478/jegys.675722
• Wong, V., Dillon, J., & King, H. (2016). STEM in England: meanings and motivations in the policy arena. International Journal of Science Education, 38(15), 2346-2366. http://dx.doi.org/10.1080/09500693.2016.1242818
• Wild, A. (2015). Relationships between high school chemistry students’ perceptions of a constructivist learning environment and their STEM career expectations. International Journal of Science Education, 37(14), 2284-2305. http://dx.doi.org/10.1080/09500693.2015.1076951
• Yu, K. C., Wu, P. H., & Fan, S. C. (2019). Structural Relationships among High School Students’ Scientific Knowledge, Critical Thinking, Engineering Design Process, and Design Product. International Journal of Science and Mathematics Education, 1-22. https://doi.org/10.1007/s10763-019-10007-2
• Zhou, N., Pereira, N. L., George, T. T., Alperovich, J., Booth, J., Chandrasegaran, S., ... & Ramani, K. (2017). The influence of toy design activities on middle school students’ understanding of the engineering design processes. Journal of Science Education and Technology, 26(5), 481-493. https://doi.org/10.1007/s10956-017-9693-1