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Journal of STEM Teacher Education

Abstract

There is much support in the research literature and in the standards for the integration of engineering into science education, particularly the problem solving approach of engineering design. Engineering design is most often represented through design-based learning. However, teachers often do not have a clear definition of engineering design, appropriate models for teaching students, or the knowledge and experience to develop integrative learning activities. The purpose of this article is to examine definitions of engineering design and how it can be utilized to create a transdisciplinary approach to education to advance all students’ general STEM literacy skills and 21st century cognitive competencies. Suggestions for educators who incorporate engineering design into their instruction will also be presented.

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